scholarly journals Role of JIGSAW method of teaching in improving clinical diagnosis among final year medical students – A prospective observational study

2021 ◽  
Vol 12 (12) ◽  
pp. 44-49
Author(s):  
Appandraj S ◽  
Sivagamasundari V ◽  
Varatharajan Sakthivadivel
Keyword(s):  
Observational Study ◽  
Test Score ◽  
Prospective Observational Study ◽  
Coronary Syndrome ◽  
Post Test ◽  
Jigsaw Method ◽  
The Mean ◽  
The Difference ◽  
Didactic Lecture ◽  
Teaching Learning

Background: The Jigsaw method is a form of cooperative learning, in which students are actively involved in the teaching-learning process that improves the long-term retention of acquired knowledge. Aims and Objectives: The objective of this study was to assess the knowledge acquired by students using the Jigsaw learning method in Internal Medicine. Materials and Methods: A prospective observational study was conducted with 100 students. The acute coronary syndrome was taken for 1 h as a didactic lecture, and a pre-test was conducted. The students were divided into five groups and were put for the intervention “Jigsaw.” The pre- and post-test were conducted, and feedback was collected from the students. Paired t-test was used to perform analysis of pre- and post-test. Feedback evaluation was done by a 5-point Liker scale. P<0.05 was considered statistically significant, and the data were analyzed using CoGuide software. Results: The mean pre-test score was 8.44 ± 2.33 ranged (3–14) and the mean post-test score was 11.03 ± 2.07 (ranged 6–15). The difference of 2.39 (95% CI: 2.19–2.59) increase in marks post-test after the Jigsaw method was statistically significant (P<0.001). The satisfaction level was 50–55% on the Likert scale based on the questionnaire given. There was a significant improvement in the post-test scores of the students after Jigsaw. Conclusion: The Jigsaw method improved knowledge in the short-term by engaging students in group work and motivation to learn. Overall response based on the questionnaire about the Jigsaw method was positive.

scholarly journals Efficacy of flipped classroom method in teaching-learning physiology

2021 ◽  
Vol 65 ◽  
pp. 204-209
Author(s):  
Kshitija Umesh Patkar ◽  
Umesh Suresh Patkar ◽  
Vrunda Subhash Kolte
Keyword(s):  
Problem Solving ◽  
Test Score ◽  
Flipped Classroom ◽  
Renal Physiology ◽  
Problem Solving Skills ◽  
Post Test ◽  
Group A ◽  
Didactic Lecture ◽  
Group B ◽  
Teaching Learning

Objectives: The overall goal of the study was to foster self-directed learning, critical thinking and problem-solving skills in 1st-year medical students. Another goal was to create interest in learning by making it more interactive. As per the requirement of a competency-based medical education curriculum, we tried to use a novel teaching method called Flipped classroom method to meet our goals. Hence, the objectives of this study were: (1) To compare the effect of flipped classroom method and didactic lecture on students’ performance in the topics from renal physiology by MCQ test. (2) To obtain students’ perception about flipped classroom method in learning physiology. (3) To obtain teachers’ perception about flipped classroom method in teaching physiology. Materials and Methods: Flipped classroom method was introduced for teaching two topics in renal physiology for first MBBS students. This cross-over experimental study included 112 first M.B.B.S. students, after taking their informed consent and Ethics Committee permission. They were divided into two groups according to odd and even roll numbers. In the first part of the study, Group A (odd roll numbers) attended the didactic lecture on Renal Clearance (RC) and Group B (even roll numbers) attended the didactic lecture on Glomerular Filtration Rate (GFR). These topics were taught by two different teachers in two different classrooms. They were administered pre-test and post-test in the form of case-based MCQs which tests knowledge, critical thinking, and problem-solving skills on the topic. In the second part, two groups were swapped. Group A attended flipped class for G.F.R. and Group B attended flipped class for RC. They were again administered pre-test and post-test in the form of the same MCQ test. The teacher remained the same for the particular topic. For the flipped class, students came prepared with the topic. They were provided with resource materials of the allotted topic 1 week prior, in the form of pre-recorded lectures and videos. Students’ feedback in the form of a questionnaire and teachers’ feedback in the form of the interview was obtained. Marks obtained by students after didactic teaching and flipped classroom method teaching were compared by “Student’s t-test.” Results: The post-test score of students in the flipped class was significantly higher (P < 0.05) than the post-test score of students in didactic class. More than 85% of students agreed and strongly agreed that the flipped classroom method improved their learning in renal physiology and it increased their confidence in answering the topic in the final exam. Near about 50% of students liked the flipped class method because of its interactive nature and discussion which was based on the application of knowledge. The teachers were more satisfied by flipped classroom method of teaching. Conclusion: Flipped classroom method is an effective teaching-learning method in physiology when compared with a didactic lecture.

scholarly journals The Effect of Using Sequenced Pictures on Students’ Ability to Write Narrative

2019 ◽  
Vol 8 (2) ◽  
pp. 8-14
Author(s):  
Evha Nazalatus Sa'adiyah Sy
Keyword(s):  
Research Question ◽  
Percent Level ◽  
Narrative Text ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean ◽  
English Achievement ◽  
The Difference ◽  
Narrative Ability ◽  
Teaching Learning

This study was conducted in order to answer one research question, “Is there any effect of using sequenced picture on the students writing narrative ability at the tenth grade of SMK Bustanudin Pamekasan? This research used quantitative experimental research. The object of this was 25 students at SMK Bustanudin Pamekasan. Before collecting the data, the researcher observed the students to know their levels of English achievement, especially in writing narrative. The ways to collect data that are doing pre-test and doing post-test. Pre-test was given to the object of this study, before they were given treatment. Post-test was given after the researcher conducted the treatments to thestudents.  The pre-test was not provided with sequenced pictures. The pre-test required the students write narrative paragraph. The students were supposed to write their favorite story. In the post-test, the student was also asked to write a narrative paragraph based on the sequenced pictures given. The treatment was given after pre-test by the teacher. The teacher taught narrative text by using picture of sequence to see the difference of students’ ability in writing narrative paragraph.  The sequenced pictures were used as a media in teaching learning process for the length of pre-test and post-test. The result of data analysis turned out to prove that there was a significant different between the mean score of the pre-test (60) and the post-test (73). In fact, the mean score of the post-test was significantly higher than that of the pre-test. The result of t-test (10.670) was higher than t-table (2.064) for .05 percent level and (2.797) for .01 percent level). it can be concluded that sequenced pictures help students achieve better performance in writing narrative.

scholarly journals IMPROVING THE STUDENTS’ SPEAKING SKILLS THROUGH 5E LEARNING CYCLE MODEL AT THE TENTH GRADE STUDENTS OF SMA NEGERI 3 PINRANG

2019 ◽  
Vol 2 (2) ◽  
pp. 139-135
Author(s):  
Hasnidar Hasnidar ◽  
Nurhamdah Nurhamdah ◽  
Ismail Ismail
Keyword(s):  
Test Score ◽  
Research Problem ◽  
Learning Cycle ◽  
Cycle Model ◽  
Tenth Grade ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean ◽  
Teaching Learning ◽  
Speaking Skills

This study was aimed to see the Improving Speaking Skill at SMA Negeri 3 Pinrang. The objective of this research is to get the empirical data of the differences between students’ score of speaking test who were taught by using 5E learning cycle model and to know how 5E learning cycle model in teaching speaking. The research problem this study was “can 5e learning cycle model improve the speaking skills”.The research method used in this research was pre-experimental with one group design. The data was collected through pretest and posttest. It aimed to know whether  5E  learning  cycle  model  in  teaching  speaking  can  improve  students’ speaking skill.The population of this research consist of 280 students and the sample of the research X IS 3 that consist of 35 students.The finding revealed that 5E learning cycle model able to imropve students’ speaking skills; it can be seen from the students score pre-test and post-test. the mean score of the pre-test score of the class was  1.48 and the mean score of the post-test score in class was 1.98. It means that teaching-learning by using 5E learning cycle model can be improved students’ speaking skills.

IMPROVING STUDENTS’ ACHIEVEMENT IN SPEAKING THROUGH TWO STAY TWO STRAY STRATEGY

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Dita Masyitah Sianipar And Sumarsih
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Quantitative Data ◽  
Test Score ◽  
Qualitative Data ◽  
Speaking Test ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
The Way

This study deals with the way to improve students’ achievement in speaking particularly through Two Stay Two Stray Strategy. This study was conducted by using classroom action research. The subject of of the research was class X-AP SMK Swasta Harapan Danau Sijabut in Asahan Regency that consisted of 34 students. The research was conducted in two cycles consisted of three meetings in each cycle. The instruments of collecting data for quantitative data used Speaking Test and instrument for analysis of qualitative data used observation, interview and questionnaire sheet. Based on the speaking test score, students’ score kept improving in every test. In the test I the mean was 61,47, in the test II the mean was 67,41 and the test III the mean was 78,52. Based on observation sheet and questionnaire sheet, it was found that teaching learning process run well and lively. Students were active and interest in speaking. The using of Two Stay Two Stray Strategy is significantly improved students’ achievement in speaking.

Photovoice Implementation in Teaching English Guiding at English Study Program College of Foreign Language (STIBA) Saraswati Denpasar

2018 ◽  
Vol 1 (2) ◽  
pp. 86-95
Author(s):  
Gusti Ayu Putri
Keyword(s):  
Oral Communication ◽  
Teaching English ◽  
Study Program ◽  
Tour Guide ◽  
Speaking Assessment ◽  
Post Test ◽  
Qualitative Descriptive ◽  
Speaking Skill ◽  
The Mean ◽  
Teaching Learning

Guiding is a branch of oral communication. In oral communication, guiding can be included as productive skill. English guiding is one of the academic lessons in the fourth semester. Being a tour guide is a very important job in tourism part. In many cases, the tour guide is a traveller's first impression of a foreign country. In other cases a tour guide may be responsible for teaching tourists about the culture and sites in a city or town. Improving students’ communicative skill is the goal of teaching English guiding, because the student can express themselves and know how to use language well. In the real situation in teaching guide process, lecturer cannot escape from reality. It occurs because there are some problems faced by the lecture and the student. The lecturer cannot make student pay attention; make the students’ lack of creativity in making interactive guiding topics, and engagement in whole teaching learning process. This research applied photovoice as a technique to increase the student’s ability in speaking English guiding. Photovoice is suitable technique in teaching speaking skill in English guiding because it gives student chance to communicate with different context and different social by photo as a learning media. This reviews were taken from Beverly Palibroda (2009) Photovoice implementation and Speaking Assessment from Brown Lavinson (2004). This research was conducted by three cycles such as: pre-test, cycle I and cycle II. In composing this research the writer used qualitative descriptive method by classroom action research (CAR).             The result of this research showed that the mean score in pre-test before implementing Photovoice clearly showed that the ability of the subject under study was relatively “ fairly satisfactory ” in the level of mastery of speaking rubric. There were increasing in cycle I after implementing Photovoice technique. The result of the data analysis of the reflection score in cycle I showed increasing the mean score of 7.11 It was higher than the result of pre-test. In the cycle II, which the treatment was more intensive in order of weakness of the students had been known. The result of the data anaysis of reflection or post-test in cycle II that the mean score was 8.18. The different between mean score in cycle I and II was 1.07. It showed that the student’s speaking guiding ability improved after the researcher applied the photovoice thecnique to the students.  

scholarly journals Efficacy of providing free nicotine replacement chewing gum to induce quit attempts in tobacco users- A prospective observational study

2021 ◽  
Vol 7 (4) ◽  
pp. 265-270
Author(s):  
Rohini Sharma ◽  
Umashankar G K ◽  
Shuhaib Rahman ◽  
Somanath Patil
Keyword(s):  
Carbon Monoxide ◽  
Observational Study ◽  
Quantitative Detection ◽  
Chewing Gum ◽  
Nicotine Replacement ◽  
Safety Issues ◽  
Quit Attempt ◽  
Quit Attempts ◽  
The Mean ◽  
The Difference

To assess the effectiveness of providing free NRT to tobacco users in increasing quit attempts and to assess the perception of adherence, side effects and safety issues related to the usage in increasing quit attempt. A observational study was conducted to motivate tobacco users to have a quit attempt with a nicotine replacement sample among patients visiting out-patient department of a dental college. Baseline evaluation (demographic), Modified Fagerstrom test for Nicotine Dependence (MFTND) to assess nicotine addiction level, “breath analyzer” for the quantitative detection of levels of carbon monoxide were assessed. A free NRT sample was given. Telephonic follow up was done at an interval of 2 weeks, 1 month to assess the reduction in the mean MFTND score and to assess the perception of using NRT sample. All data was entered and analysed in SPSS for Windows version 22. Among the 40 subjects 80% were in the age group of 30-50 years and were males. The levels of carbon monoxide using breath analyser showed 80% of the subjects as heavy and chain smokers. Out of 40 subjects, 29 (72.5%) subjects were having high dependence calculated using MFTND which reduced to 2(5%) after using nicotine chewing gum. The mean and standard deviation of pre MFTND was 7.97±2.35 and for post MFTND it was 5.57±2.14 and the difference was highly significant (p&#60; 0.005).: The results of this study confirm the efficacy of providing free nicotine replacement sample a novel strategy in motivating tobacco users to induce quit attempt.

scholarly journals PENGARUH MODEL COOPERATIVE LEARNING TIPE STUDENT TEAMS ACHIEVEMENT DIVISION TERHADAP KETERAMPILAN LAY-UP SHOOT BOLA BASKET

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Davi Sofyan
Keyword(s):  
Cooperative Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Student Teams ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
The Difference ◽  
Experimental Group ◽  
Cluster Random Sampling

The purpose of this study was to determine how much influence the cooperative learning model type student team's achievement division has on basketball shoot lay-up skills. The research method used in this research is a quasi-experimental method. The type of research design used was the non-equivalent group design. The population in this study were students of class XI SMA Negeri 1 Majalengka in 2019 totaling 424 students. The sampling technique used in this study was cluster random sampling technique. The sample in this study amounted to 214 students consisting of class XI IPS 1-4 and XI MIPA 7-8. The experimental group class XI IPS 1-2 and XI MIPA, control group class XI IPS 3-4 and XI MIPA 8. The results showed that the mean pre-test lay-up shoot of the experimental group was 4.09 while the control group was 3.92. The mean post-test shoot lay-up of the experimental group was 6.76 while the control group was 4.72. Furthermore, by looking at 95% confidence interval of the difference, there is a difference between the shoot lay-up results of the experimental group and the control group, which is -0.190 to 2.412. Thus, it can be concluded that STAD is effective in improving basketball shoot lay-up skills.

scholarly journals Status of microsatellite instability in different histomorphological patterns of colorectal carcinoma among a group of Bangladeshi people

2021 ◽  
Vol 8 (12) ◽  
pp. 1799
Author(s):  
Momammed Mustafizur Rahman ◽  
Shabnam Imam ◽  
Sayedatun Nessa ◽  
A. K. M. Maruf Raza ◽  
Farida Arjuman ◽  
...  
Keyword(s):  
Colorectal Carcinoma ◽  
Observational Study ◽  
Microsatellite Instability ◽  
University Hospital ◽  
Biological Behavior ◽  
Cancer Tissue ◽  
Cross Sectional ◽  
The Mean ◽  
The Difference ◽  
Medical University

Background: This cross- sectional observational study was carried out with an aim to look for microsatellite instability (MSI) status in colorectal carcinoma and their association with different histomorphological patterns and biological behavior of colorectal carcinoma.Methods: This cross-sectional observational study was done in the Department of Pathology, Bangabandhu Sheikh Mujib Medical University Hospital (BSMMU), Dhaka, Bangladesh during September 2014 to October 2015. A total of 39 surgically resected sample of colorectal carcinoma were included. Consent from each patient was taken. The samples were histopathologically evaluated according to the standard protocol. The statistical analyses were done using Statistical packages for social sciences (SPSS 15) for Windows.Results: A total of 39 cases of colorectal carcinoma were included in this study. Majority of the patients (55.5%) was in 6th decade in MSI and 29.1% were MSI absent group. The mean age was found 47.67±10.97 years in present group and 47.84±14.26 years in absent group. The difference was not statistically significant (p>0.05). TNM stage with MSI was observed. The mean CEA level was 100.74±103.66 and 60.43±91.72. The mean Hb was 9.72±1.99 % and 9.92±2.17, the range was 7.2-12.2 and 4.6-13.4 among the groups. The mean difference was not statistically significant (p>0.05). Ulcerated was 3 (33.3%) and 19 (64.5%). Stage 3 tumor was 4 (44.4%) and 16 (51.6%). Grade 2 tumor was 5 (55.6%) and 17 (58.0%).Conclusions: For the first time in Bangladesh, this study was undertaken to evaluate the microsatellite instability (MSI) status in colorectal cancer tissue and their association with different histomorphological patterns of colorectal carcinoma.   

scholarly journals Case-based learning in integrated management of neonatal and childhood illness

2019 ◽  
Vol 6 (3) ◽  
pp. 1163
Author(s):  
Sundaram Kartikeyan ◽  
Aniruddha A. Malgaonkar
Keyword(s):  
Gender Differences ◽  
Test Scores ◽  
Test Score ◽  
Integrated Management ◽  
Childhood Illness ◽  
Cognitive Domain ◽  
Post Test ◽  
Case Based Learning ◽  
The Difference ◽  
Case Based

Background: This complete-enumeration, before-and-after type of study (without controls) was conducted on 61 third-year medical students at Rajiv Gandhi Medical College, Thane, Maharashtra state to study the difference in cognitive domain scores after attending lecture-based learning (by a pre-test) and after attending case-based learning (by a post-test).Methods: After approval from the institutional ethics committee, the purpose of the study was explained to third-year medical students and written informed consent was obtained. After curriculum-based lectures on integrated management of neonatal and childhood Illness, a pre-test was administered wherein each student was asked to fill up case sheets for five case scenarios. The maximum marks obtainable were 10 marks per case (total 50 marks).  Case-based learning was conducted in two sub-groups comprising 31 and 30 randomly assigned students by the same faculty and students in each sub-group were exposed to identical case scenarios. The post-test was conducted using case scenarios and case sheets that were identical to that of the pre-test.Results: The overall mean score increased and the difference between the case-wise pre-test and post-test scores of both female (n=35) and male (n=26) students was highly significant (p <0.00001). However, the gender differences in pre-test score (Z=1.038; p=0.299) and post-test score were not significant (Z=0.114; p=0.909).Conclusions: Using case scenarios augmented the cognitive domain scores of participating students and the gender differences in scores were not statistically significant. The post-test scores showed higher variability. Remedial educational interventions would be required for students who obtained low scores in the post-test.

scholarly journals Anaesthesia and Perioperative Care in Remote Health Camps- Patients’ Concerns

2010 ◽  
Vol 49 (179) ◽  
Author(s):  
Balkrishna Bhattarai ◽  
A Ghimire ◽  
BK Baral ◽  
A Shrestha ◽  
Y Dhungana
Keyword(s):  
Observational Study ◽  
Perioperative Care ◽  
Local Anaesthesia ◽  
Prospective Observational Study ◽  
Main Concern ◽  
Surgical Experience ◽  
Female Ratio ◽  
Male Female Ratio ◽  
The Mean ◽  
Remote Health

INTRODUCTION:Identifying patients' concerns and expectations regarding anaesthesia and perioperative care in mobile surgical camps is relevant for the camp workers. This prospective observational study was conducted to assess knowledge, concerns, and expectations about anaesthesia and perioperative care in patients undergoing surgery in mobile surgical camps in remote mountainous districts of Eastern Nepal.METHODS:A questionnaire with seven items related to anaesthesia and perioperative care was used for interviewing 80 individuals of age > or = 12 years, 20 from each camp at Solukhumbu, Sankhuwasabha, Khotang and Bhojpur districts.RESULTS:Data of two patients were lost leaving only 78 individuals for analysis. The mean age of the subjects was 30.5 (+/- 14.6) years with the male: female ratio of 43: 35. Fifty-eight (74.4%) patients had some gross idea about the modality of administration of anaesthetics. Twenty-six (33.3%) individuals preferred GA over local anaesthesia, whereas 22 (28.2%) were happy either way if there was no pain. Pain was the main concern for 73.1% of the patients. Of the 25 patients expressing fear of GA, death or not being able to wake up anymore was the main concern for 60.0%. Increasing age was associated with lower fear of GA (p < 0.05). Surgical experience was distressing for 17 (21.8%) patients. The overall experience of the anaesthesia and surgery was worse than expected for 25.6% of the patients.CONCLUSIONS:Patients presenting to these health camps have limited knowledge regarding anaesthesia and perioperative care but have valid concerns and expectations in respect of their safety, comfort and outcome.

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