scholarly journals Innovative learning approaches in an established medical school: the experience at JUST in Jordan

2003 ◽  
Vol 9 (5-6) ◽  
pp. 1084-1092
Author(s):  
I. Beni Hani ◽  
K. Al Saudi ◽  
A. Al Kafagel
Keyword(s):  
Medical School ◽  
Student Learning ◽  
Science And Technology ◽  
Community Setting ◽  
Learning Approaches ◽  
Integrated Learning ◽  
Validity And Reliability ◽  
New Curriculum ◽  
Innovative Learning ◽  
Student Centred Learning

The Faculty of Medicine at Jordan University of Science and Technology was established in 1986. Innovative changes were introduced to the traditional subject-based, hospital-oriented curriculum in 1999, the objectives of which were to integrate student learning, emphasize student-centred learning, develop training in a community setting, and introduce elective learning packages. To evaluate the integrated learning in the new curriculum, we assessed the validity and reliability of students’ scores. The scores for the integrated ‘modules’ were compared with those in general subjects studied in the traditional way. Our study showed that results of tests taken on the new ‘modules’ are both valid and reliable measures of students’ performance

scholarly journals Student Learning Approaches in A Ghanaian Medical School

2019 ◽  
Vol 11 (3) ◽  
pp. 45-53
Author(s):  
Kofi T. Mensah ◽  
◽  
Alexandros Argyriadis ◽  
Ebenezer A. Arkoh ◽  
◽  
...  
Keyword(s):  
Medical School ◽  
Student Learning ◽  
Learning Approaches

Integration of Medical Informatics with Other Courses in the Medical Curriculum

1989 ◽  
Vol 28 (04) ◽  
pp. 243-245 ◽  
Author(s):  
C. Tumstra
Keyword(s):  
Medical School ◽  
Medical Informatics ◽  
Medical Curriculum ◽  
New Curriculum ◽  
The Way

Abstract:The introduction of a new structure in the Medical Curriculum at the Leiden University Medical School has facilitated the integration of medical informatics subjects with other subjects. The paper describes the holistic nature of the new curriculum, the way Medical Informatics is interwoven with other subjects and the problems which have been encountered.

The Effect of Jigsaw Methode and Motivation on Students’ of Learning Outcomes

2020 ◽  
Vol 3 (1) ◽  
pp. 20-30
Author(s):  
Yunita Yunita ◽  
Hidayat Hidayat ◽  
Harun Sitompul
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Learning Approaches ◽  
High Learning ◽  
Average Value ◽  
The Difference ◽  
Low Motivation

This study aims to: (1) investigate the effect of Jigsaw cooperative learning on students learning outcomes; (2) find the difference in learning outcomes between high and low learning motivation and (3) find the interaction between learning approaches and learning motivation towards learning outcomes. The population of the study is students of grade IVa, IVb, IVc at SD Kasih Ibu Patumbak and the sample in this study is grade IVa with 35 students and grade IVb with 35 students. The results show that: (1) the average student learning outcomes of jigsaw cooperative learning is 28.40 while conventional is 24.14. Thus, students learning outcomes that get cooperative learning of jigsaw type are higher than conventional learning, (2) Students who have high motivation get an average value = 30.74, while low motivation is 22.72. Thus, it can be concluded that there are differences in student learning outcomes having high learning motivation and low learning motivation, and (3) students learning outcomes  taught by jigsaw cooperative learning are high learning motivation groups (32.94), and low learning motivation groups (24.58), while students taught with conventional learning are high learning motivation groups (28.40 ), and low motivation groups (20,95). Thus, there is no interaction between learning approaches and learning motivation towards learning outcomes.

PENGARUH PEMBELAJARAN INOVATIF TERHADAP HASIL BELAJAR BAHASA INGGRIS SISWA KELAS VIIIB1 SMP NEGERI 2 GEROKGAK DENGAN PENGENDALIAN KECERDASAN LINGUISTIK

2019 ◽  
Vol 1 (1) ◽  
pp. 108-114
Author(s):  
I Made Wirta
Keyword(s):  
Sampling Technique ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Learning Approaches ◽  
Control Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
Innovative Learning ◽  
Inferential Analysis ◽  
English Students

The main objective of the present study is to investigate the effect of implementing innovative learning approaches upon English students’ achievement. The study was quasi experimental study using the post-test only control group design involving 35 students altogether selected using census sampling technique. The instrument which is used to gather data in the study was test. There were two tests used to gather intended data. They were linguistic test and student achievement test. The obtained data were analyzed statistically using descriptive and inferential analysis. The analysis of covariance was conducted to test the hypotheses.

MODIFIKASI MODEL PEMBELAJARAN QUANTUM LEARNING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Erna Pebriana ◽  
Bela Mustika Sari ◽  
Yasa Abdurrahman
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Learning Approaches ◽  
Quantum Learning ◽  
Task Strategies ◽  
Improve Student Learning

This writing aims to make students more active and disciplined in the learning process and can also increase creativity and learning outcomes. The low mathematics learning outcomes are not only due to difficult mathematics, but are caused by several factors which include students themselves, teachers, learning approaches, and learning environments that are interconnected with each other. To improve the ability and results of learning it is necessary to make modifications to the task learning strategy and force. Quantum learning is a tip, a guide, a strategy and an entire learning process that can sharpen understanding and memory, and make learning a pleasant and useful process. Task and Forced Learning Strategies are strategies that focus on giving assignments and a little coercion so that students complete their tasks on time so that the learning process can run effectively. Therefore, the writer modifies the model of quantum learning with task and forced learning strategies, the results of this modification show that learning with quantum learning models with forced and task strategies can improve the learning process so that students become more disciplined in doing tasks, can motivate student learning, and can improve student learning outcomes.

The Use of Smartphones in Different Phases of Medical School and its Relationship to Internet Addiction and Learning Approaches

2018 ◽  
Vol 42 (6) ◽  
Author(s):  
Mathias Paulo Loredo e Silva ◽  
Brenda Dutra de Souza Matos ◽  
Oscarina da Silva Ezequiel ◽  
Alessandra Lamas Granero Lucchetti ◽  
Giancarlo Lucchetti
Keyword(s):  
Medical School ◽  
Internet Addiction ◽  
Learning Approaches

Associations between motivational factors for studying medicine, learning approaches and empathy among medical school candidates

2018 ◽  
Vol 24 (2) ◽  
pp. 287-300 ◽  
Author(s):  
Giovanni Piumatti ◽  
Milena Abbiati ◽  
Anne Baroffio ◽  
Margaret W. Gerbase
Keyword(s):  
Medical School ◽  
Motivational Factors ◽  
Learning Approaches

scholarly journals Constructing constructivism in management accounting education: reflections from a teaching cycle with innovative learning elements

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kelum Jayasinghe
Keyword(s):  
Active Learning ◽  
Qualitative Methods ◽  
Management Accounting ◽  
Accounting Education ◽  
Constructivist Teaching ◽  
Learning Approaches ◽  
Content Type ◽  
Radical Constructivist ◽  
Innovative Learning ◽  
Management Accounting Education

Purpose This study aims to address the possibility of integrating some elements of the “radical constructivist” approach to management accounting teaching. It answers the following two questions: to what extent should management accounting educators construct a “radical constructivist” foundation to guide active learning? Then, in which ways can management accounting educators use qualitative methods to facilitate “radical constructivist” education? Design/methodology/approach The study uses a teaching cycle that implements innovative learning elements, e.g. learning from ordinary people, designed following the principles of “radical constructivism”, to engage students with “externalities” at the centre of their knowledge construction. It adopts an ethnographic approach comprising interviews and participant observation for the data collection, followed by the application of qualitative content and narrative analysis of the data. Findings The study findings and reflections illustrate that the majority of students respond positively to radical constructivist learning if the educators can develop an innovative problem-solving and authentic environment that is close to their real lives. The radical constructivist teaching cycle discussed in this study has challenged the mindsets of the management accounting students as it altered the traditional objectivist academic learning approaches that students were familiar with. Its use of qualitative methods facilitated active learning. Student feedback was sought as part of the qualitative design, which provided a constructive mechanism for the students and educators to learn and unlearn from their mistakes. This process enriched the understanding of learners (students) and educators of successful engagement in radical constructivist management accounting education and provides a base upon which to design future teaching cycles. Originality/value The paper provides proof of the ability of accounting educators, as change agents, to apply radical constructivist epistemology combined with multiple qualitative research methods by creating new constructive learning structures and cultures associated with innovative deep-learning tasks in management accounting education.

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