scholarly journals Effect of Teachers Training Workshop Outcomes on Real Classroom Situations of Undergraduate Medical Students

2017 ◽  
Vol 13 (2) ◽  
pp. 162-166
Author(s):  
N. Baral ◽  
A.K. Nepal ◽  
B.H. Paudel ◽  
M. Lamsal
Keyword(s):  
Science Teachers ◽  
Peer Review Process ◽  
Student Assessment ◽  
Faculty Members ◽  
Health Science ◽  
Assessment Tools ◽  
Training Workshop ◽  
Undergraduate Medical Students ◽  
Before And After ◽  
Teaching Learning

Background Faculty development by conducting regular training, workshops and research related to medical education has been a key feature to upgrade quality of medical education.Objective The aim of this study was to explore responses of the health science teachers, students and peers after the workshop after providing training on student assessment tools and teaching-learning methods.Method Two teacher-training workshops were conducted to the faculty members of B.P. Koirala Institute of Health Sciences from the departments of basic, clinical and allied sciences in Oct. 2010 and Jan. 2011. Qualitative questionnaire based study was conducted, and the questions were validated before the study by expert peer review process. The effect of the training workshop in real classroom outcomes was assessed incorporating student’s feedback, evaluation by peers and the self-evaluation by the teacher trainees.Result Pre-test and post-test scores of the participating teachers, before and after the workshop were 62.53 and 71.17 respectively. Among the participants 90.3% teachers expressed enhanced in their role as a teacher for medical undergraduates after the workshop.Conclusion In present study, the faculty members showed accrued interest to participate in teacher’s training workshops. The peer evaluation of teacher’s performance in their real classroom situations were rated higher than evaluation by the students. Therefore, such training workshops will have a greater impact on the ability of teachers in effective teaching in real classroom situations.

scholarly journals Online-Synchronized Clinical Simulation: An efficient teaching-learning option for the COVID-19 pandemic time and beyond.

2020 ◽  
Author(s):  
Diego Andrés Díaz-Guio ◽  
Elena Ríos-Barrientos ◽  
Pablo Andrés Santillán-Roldan ◽  
Ana Sofía Díaz-Gómez ◽  
Alejandra Ricardo-Zapata ◽  
...  
Keyword(s):  
Latin American ◽  
Situational Awareness ◽  
Cognitive Engagement ◽  
Health Science ◽  
Learning Activity ◽  
Clinical Simulation ◽  
Nontechnical Skills ◽  
Before And After ◽  
And Performance ◽  
Teaching Learning

Abstract Introduction: A powerful methodology for teaching, learning, and researching is clinical simulation, which has positioned itself in recent decades in health science education. However, due to the COVID-19 pandemic, social distancing has forced institutions to leave simulation centers and make use of new alternatives that allow the continuation of educational programs through virtual environments.Methods: We carried out a before-and-after design study that used online-synchronized clinical simulation (OSCSim) in three Latin American clinical simulation centers (Colombia, Ecuador, and Mexico). The educational intervention included briefing, COVID-19 simulated cases, and structured debriefing through a meeting platform. We assessed the participants' learning and performance in diagnosis, treatment, and nontechnical skills for the management of patients with COVID-19. Satisfaction and learning perception were measured. The debriefing quality was evaluated from the student's perspective.Results: We had 106 participants. 46.2% from Colombia, 31.1% from Mexico, and 22.6% from Ecuador. A total of 51.9% were men, and the median age was 23 years (IQR: 22-26). A total of 34.9% were fourth-year students of medicine, 38% were fifth-year students, and 21.7% were anesthesia residents. Fourteen OSCSim sessions were performed; cognitive engagement was 43.4%, mainly interactive. A relationship was found between cognitive engagement, learning, situational awareness, and realism in the simulation. The quality of debriefing was ranked high by the participants, and they also agreed with the OSCSim methodology.Conclusion: OSCSim is an active and social learning activity that enables training and improvement of nontechnical skills and declarative knowledge about COVID-19 management. Nevertheless, it needs to be complemented in the procedural aspect in simulation centers.

scholarly journals Prescribing Skills for Undergraduate Medical Students: Time to Redress the Neglect?

2013 ◽  
Vol 3 (3) ◽  
pp. 260-261
Author(s):  
PR Shankar
Keyword(s):  
Cost Of Care ◽  
Faculty Members ◽  
Health Science ◽  
Science Students ◽  
Undergraduate Medical Students ◽  
Small Group Teaching ◽  
Health Science Students ◽  
Treatment Regimens ◽  
New Learning ◽  
Modern Treatment

Challenges in teaching health science students about rational use of medicines include reservations of faculty members about the new learning resources, unfamiliarity with small group teaching, lack of involvement of pharmacologists in teaching therapeutics during the clinical years of training and non-involvement of pharmacists and pharmacologists in patient care activities10. These challenges have to be overcome and a major reorientation and refocusing of pharmacology departments in medical schools towards rational therapeutics may be needed. Modern medical education I feel focuses heavily on diagnosis of disease conditions. Considering the increasing complexity of modern treatment regimens, cost of care and the different stakeholders involved it is time ‘prescribing skills’ receive the attention and resources it richly deserves!DOI: http://dx.doi.org/10.3126/nje.v3i3.9186 Nepal Journal of Epidemiology 2013;3(3): 260-261

The impact of a faculty development program: evaluation based on the self-assessment of medical educators from preclinical and clinical disciplines

2010 ◽  
Vol 34 (2) ◽  
pp. 35-40 ◽  
Author(s):  
Ozlem Sarikaya ◽  
Sibel Kalaca ◽  
Berrak Ç. Yeğen ◽  
Sanda Cali
Keyword(s):  
Faculty Development ◽  
Student Assessment ◽  
Development Program ◽  
Faculty Members ◽  
Assessment Tools ◽  
Structured Learning ◽  
Faculty Development Program ◽  
Self Assessment ◽  
Medical Educators ◽  
The Impact

Self-assessment tools have previously been used to assess the impact of a faculty development program on the teaching skills of medical educators. In this study, we aimed to assess the impact of a faculty development program on the teaching performances of faculty members in relation to their medical disciplines and academic positions. A faculty-training program consisted of “training skills” and “student assessment instruments” courses. The impact of the program was evaluated by self-reporting of faculty members (a total of 225 reports) 1–2 yr after the program. Both courses were found to be beneficial by nearly all of the attendants. Clinicians benefited more from some topics in the student assessment course and could apply the structured learning and assessment guides, structured oral examination, and objective structured clinical examination more efficiently than their peers from preclinical departments. In conclusion, the results demonstrated that the participants of the faculty development program modified their teaching activities according to the demands of their clinical practice. The correlations between the benefits and behavioral changes were statistically significant.

scholarly journals Second Teachers’ Training Workshop: Feedback of the Participant Faculty Members

2021 ◽  
Vol 9 (02) ◽  
pp. 89-93
Author(s):  
Rano Mal Piryani ◽  
Suneel Piryani ◽  
Narayan Gautam
Keyword(s):  
Group Work ◽  
Faculty Members ◽  
Development Programs ◽  
Training Workshop ◽  
Medical Sciences ◽  
Teaching Learning ◽  
Almost All ◽  
Teachers Training ◽  
And Training ◽  
Structured Questionnaire

INTRODUCTION: Teachers training is amongst the faculty development programs that facilitates in acquiring, and updating educational skills, thereby improving teaching learning practices. Universal College of Medical Sciences (UCMS) Bhairahawa, Nepal organized second teachers training workshop in September 8-13, 2019. The objective of this study was to seek the immediate reaction of the participant faculty members and assess it MATERIAL AND METHODS: The valid semi-structured questionnaire was used for taking feedback of the participants. The questionnaire was composed of four parts: A) demographic information, B) overall feedback on training workshop, C) feedback on specific group of sessions and D) Feedback regarding strengths, area for improvement, immediate impact and application in practice. Data was analyzed using SPSS version 21.  RESULTS: The participants rated training on scale 1-10 (1=poor, 10=excellent) regarding its usefulness (7.88±1.58), content (7.44±1.55), relevance of session & content (7.69±1.49), facilitation (7.25± 1.69) and training as overall (7.94± 1.44). The rating was notable. The rating on Likert scale 1-4 (1= not important, 4= extremely important) for “sessions on curriculum” (3.38±0.50), “sessions on teaching/learning methods” (3.25±0.68), “sessions on PBL” (3.06±0.68), “sessions on microteaching” (3.56±0.51) and sessions on assessment (3.19±0.75) was also remarkable. All participants strongly agreed (4.00±0.0), training has transformed them as better educator. The participants shared adequate content delivered systematically, group work exercises were best resources, and resource persons were friendly and competent, and suggested to reduce time of training and include more group work. Almost all participants except one perceived training has enormous impact on them academically, professionally and personally and all committed what’s learnt/acquired will apply in practice. CONCLUSION: Overall, reaction of the participants was constructive and they acknowledged the importance of training and agreed training has transformed them as better educators. Almost all participants perceived training has immense impact on them academically and they committed what’s learnt will apply in practice.

Student and Instructor Perceptions: Emphasis on Cognitive and Affective Goals in a Freshman Seminar by Faculty and Student Affairs Professionals

NASPA Journal ◽  
1996 ◽  
Vol 34 (1) ◽  
Author(s):  
Anne Blackburst ◽  
Frances Pearson
Keyword(s):  
Student Affairs ◽  
Student Assessment ◽  
Student Affairs Professionals ◽  
Faculty Members ◽  
Student Affairs Administrators ◽  
Freshman Seminar ◽  
Freshman Orientation ◽  
Self Assessment ◽  
Affective Development ◽  
Orientation Course

The authors explore traditional assumptions about the relative emphasis faculty members and student affairs administrators place on cognitive and affective development in the classroom. Through use of the Instructor Self-Assessment Forms and the Student Assessment Form, both groups' perceptions of the extent to which faculty and student affairs administrators emphasized these goals in a freshman orientation course are examined.

scholarly journals Cross-Campus Collaboration

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 539-539
Author(s):  
Claudia Oakes
Keyword(s):  
Adult Learners ◽  
Continuing Education ◽  
Graduate School ◽  
Private University ◽  
Faculty Members ◽  
Health Science ◽  
Career Services ◽  
Department Of Health ◽  
Equity And Inclusion ◽  
Collaborative Efforts

Abstract This presentation will describe collaborative efforts on the campus of a mid-sized, private university to carry out activities consistent with the Age-Friendly University philosophy. In one program, staff from Career Services and a faculty member from the Department of Health Science coordinated with the President’s College (a continuing education program for adult learners), the Emeriti Association (a group of retired faculty members), and alumni to offer mock interviews for students preparing for graduate school. In another program, steps were taken to coordinate with the office of Diversity, Equity and Inclusion to address Ageism in the Workplace. The presentation will conclude with advice for identifying allies across campus and fostering support for the AFU principles.

BETTER LEARNING AND INCREASED MOTIVATION TO LEARN WITH MOBILE TECHNOLOGY (DEVICES): A PRELIMINARY STUDY

2019 ◽  
Vol 16 (2) ◽  
pp. 80-88
Author(s):  
Vincentas Lamanauskas ◽  
Violeta Slekiene ◽  
Gabriel Gorghiu ◽  
Costin Pribeanu
Keyword(s):  
Science Teachers ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Motivation To Learn ◽  
Teachers And Students ◽  
Preliminary Study ◽  
Teaching Learning ◽  
Educational Potential

Mobile technology is now part of the everyday life of teachers and students and thus tends to become an inseparable part of the educational activities. Teachers and students are increasingly using mobile technologies in teaching and learning. Therefore, it is purposeful to responsibly integrate technologies into the educational process. However, technical and pedagogical support is necessary in order to facilitate both teacher and students’ understanding of this educational potential. Besides, it is still very little known and there is very little evidence about the effectiveness of the application of these technologies in the teaching/learning process. This research aims to explore the perceptions of Romanian and Lithuanian teachers regarding the use of mobile technologies in education. Keywords: motivation to learn, mobile technology, preliminary study, science education, science teachers.

Usage of E-Resources by the Faculty Members and PG Students of Kempegowda Institute of Medical Sciences Hospital and Research Centre (KIMS), Bangalore, Karnataka: A Study

2019 ◽  
Vol 9 (2) ◽  
pp. 81-86
Author(s):  
H. M. Shashikala ◽  
S. Srinivasaragavan
Keyword(s):  
Information Search ◽  
Information Seeking ◽  
Vital Role ◽  
Faculty Members ◽  
Health Science ◽  
Research Centre ◽  
Medical Sciences ◽  
Web Based ◽  
Study Results ◽  
Effective Use

Web-based use of E-resources is playing a vital role for information seeking. In this direction the present study was conducted on the use of E-resources (e-books, e-journals, e-databases subscribed by Health Science Library and Information Network, HELINET Consortium and ERMED Consortium) by the faculty members and PG students of Kempegowda Institute of Medical Sciences and Information Centre, Bangalore, Karnataka State. A structured questionnaire was designed and distributed to faculty members and PG students (150) to know their effective use of e-resource for their study, teaching and research. A total of 135 filled in questionnaires were received and the response rate was 82.66%. The study results found that most of the teaching faculty and PG students preferred to search Google and Yahoo as search engine for their information search requirements. At the same time they consulted Pub Med and Science Direct and Ovid publisher’s journal databases to access E- resources.

scholarly journals An Effective Practice of ICT Tools in Higher Education to Improve the Teaching Learning Process

2021 ◽  
Vol 23 (06) ◽  
pp. 940-960
Author(s):  
Dr. Kendaganna Swamy S ◽  
◽  
Shaila H Kopal ◽  
Sushmitha N ◽  
Shruthi P ◽  
...  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Continuous Process ◽  
Assessment Tools ◽  
Innovative Teaching ◽  
Course Content ◽  
Information And Communication ◽  
Internet In Education ◽  
Teaching Learning

Education is a process that simplifies learning. It should be a continuous process in one’s life to attain success. Over the decades, Information and Communication Technologies (ICT) have gradually begun to play a very important role in education, with their usage in education is growing worldwide continuously. These methods allow access to information through the internet. In education, ICT is the method of teaching that uses information and communication technology to support, improve and optimize the transfer of information, in turn leading to the invention of smart education. This improves the quality of teaching, the learning process of students and ultimately facilitates e-learning. It is commonly believed that technology can empower educators and students, making substantial contributions to knowledge and achievement. This paper gives an insight into the various tools that help instructors to develop online course content using Learning Management System tools. These tools allow the instructors to conduct online classes from any location using tutor tools and desktop recording tools to record screen output for further use. The instructor can assess the students in their course using assessment tools and can also enhance teaching methods using innovative teaching tools. The paper also throws limelight on the feedback taken by the faculty as well as the students about the usage of various tools in higher education which helps in analyzing the best suitable tools.

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