scholarly journals Case Based Approach in Pharmacology: A Novel Approach

2014 ◽  
Vol 4 (1) ◽  
pp. 301-305 ◽  
Author(s):  
Indrajit Banerjee
Keyword(s):  
Basic Science ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Holistic Approach ◽  
Clinical Approach ◽  
Novel Approach ◽  
Approach To Teaching ◽  
In The Beginning ◽  
Oriented Approach

Case Oriented approach in Pharmacology will be helpful to know/study all the basic science in an integrated manner. This approach is a better approach so that the medical student will get the clinical scenario in the beginning of the topic. It will be also be effective tool for the students to solve the problem based questions and also they will learn the role of the clinical pharmacology too. Thus case oriented approach in teaching pharmacology will make Pharmacology more interesting subject.  Recently based on certain evidences it was found out that basic science medical curriculum is based   on clinical approach in which pharmacology is one integrated component in a holistic approach to teaching and learning methodology. One major problem of teaching pharmacology is that a student doesn’t see patients in basic science teaching and learning method. This problem can be solved to some extent by this novel case oriented approach in Pharmacology.DOI: http://dx.doi.org/10.3126/nje.v4i1.10125 Nepal Journal of Epidemiology 2014;4 (1): 301-305

scholarly journals Nature as an inspiration and a context for learning and teaching

2014 ◽  
Vol 94 (1) ◽  
pp. 57-72
Author(s):  
Sladjana Andjelkovic ◽  
Zorica Stanisavljevic-Petrovic
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Holistic Approach ◽  
After School ◽  
Holistic Learning ◽  
Learning And Teaching ◽  
Construction Of Knowledge ◽  
Theoretical Approaches ◽  
Approach To Teaching

This paper is a position of contextual and holistic approach, and on the principles of constructivist theory examines the role of natural resources in the teaching and learning process. In the center of interest by the possibility of establishing a partnership relationship with nature in the process of teaching and learning, where nature appears as an asset, source and target classes. The aim is to get through the display and analysis of theoretical approaches to nature as a context for learning and teaching perceive from the perspective of affirmation contextual, holistic, active, investigative approach to teaching. This will promote new teaching strategies in order to change the classical approach to teaching and learning process and open up new opportunities to increase the share of after-school space in order to create teaching situations. Results of the analysis of theoretical starting points in particular knowledge of the value of contextual and holistic learning, achieving partnership with nature, in favor of modern theories in which it promotes active student positions close to reality in the process of construction of knowledge systems.

Using SoTL to Foster a Research Approach to Teaching and Learning in Higher Education

2020 ◽  
pp. 143-160
Author(s):  
Erik Brogt ◽  
Kerry Shephard ◽  
Bernadette Knewstubb ◽  
Tracy Leigh Rogers
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Pedagogical Content Knowledge ◽  
Teaching And Learning ◽  
Research Approach ◽  
Pedagogical Content ◽  
Approach To Teaching ◽  
Faculty Developer ◽  
Different Levels

This chapter discusses how Scholarship of Teaching and Learning (SoTL) can be used to foster a research approach to teaching and learning and how faculty development that supports colleagues to engage in SoTL can support the development of scholarly faculty. Both the process and the product of SoTL are discussed, conceptualised as different levels of SoTL engagement. The role of the faculty developer in such scholarship is discussed, drawing on Pedagogical Content Knowledge as a framework for engagement in SoTL projects. Last, implications for the work of a faculty developer are drawn and future avenues of research in faculty development proposed.

Male Urogenital Disorders and Metabolic Syndrome: Possible Links, Characteristics and Potential Treatment Strategies

2018 ◽  
Vol 24 (9) ◽  
pp. 1019-1033 ◽  
Author(s):  
Cetin Volkan Oztekin ◽  
Ecem Kaya-Sezginer ◽  
Didem Yilmaz-Oral ◽  
Serap Gur
Keyword(s):  
Metabolic Syndrome ◽  
Basic Science ◽  
Scientific Evidence ◽  
Therapeutic Targets ◽  
Treatment Strategies ◽  
Holistic Approach ◽  
Urogenital System ◽  
Science Literature ◽  
Definition Of

Background: Metabolic syndrome (MetS), as a cluster of metabolic derangements which are major risk factors for vascular disease is one of the most important threats to public health. Although the epidemiological and limited amount of basic science and clinical evidence link MetS to several male urogenital disorders, a holistic approach aiming to define common mechanistic pathways and new possible therapeutic targets are lacking. Objective: The current review has focused on providing scientific evidence on the role of MetS and its components on male urogenital disorders and the definition of new therapeutic targets. Method: In this review, current clinical and basic science literature were assessed examining the role of MetS in etiology and pathogenesis of male urogenital disorders and performed through PubMed from 2000 to May 2017. Results and Conclusion: MetS shows an important association with common male urogenital disorders such as benign prostatic enlargement, lower urinary tract symptoms, erectile dysfunction, infertility and renal disease. MetS affects male urogenital system mainly through endocrine and vascular mechanisms. Obesity, hypogonadism, obesity-induced androgen deficiency, hyperinsulinemia and inflammation are the mechanisms commonly involved and may act as potential targets for MetS-male urogenital system interrelations. Future studies are needed to evaluate the therapeutic approaches for intervention in MetS-male urogenital disease relations.

scholarly journals Exploring the pandemic through language learning and multicultural studies

2021 ◽  
pp. 113-118
Author(s):  
Stephan Caspar
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Employability Skills ◽  
Learning Methods ◽  
Cultural Understanding ◽  
Social Community ◽  
Novel Approach ◽  
Agents Of Change ◽  
Approach To Teaching

This piece offers a reflection on how language learning and multicultural studies during the pandemic have highlighted the potential to help communities draw parallels with, and face wider issues concerning, minorities within a challenged society. Through storytelling, a novel approach to teaching and learning helps students find their voice and become active agents of change. A review of teaching and learning methods may bring about improvements both in academia and individual circumstances to help bridge the gap between loneliness and the need to be part of a wider social community. This article reiterates the importance of language learning, cultural understanding, and identity as useful employability skills for the new global graduates to support, rebuild, and unite communities especially in challenging times.

scholarly journals Implementation of structured team-based review enhances knowledge consolidation and academic performance of undergraduate medical students studying neuroscience

2020 ◽  
Vol 44 (2) ◽  
pp. 232-238
Author(s):  
Khurshid Anwar ◽  
Junaid Kashir ◽  
Muhammad Raihan Sajid ◽  
Abdul Jabar Rasool ◽  
Abdul Ahad Shaikh ◽  
...  
Keyword(s):  
Medical Students ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Learning Experience ◽  
Continuous Assessment ◽  
Undergraduate Medical Students ◽  
Exam Preparation ◽  
Final Exams ◽  
Approach To Teaching ◽  
And Performance

Team-based learning (TBL) provides a systematic approach to teaching and learning and promotes critical thinking and enhances medical educational activities and professional development. TBL-based didactic methodology has proven beneficial in enhancing learning and consolidating key educational concepts throughout educational curricula. Such areas of application include neuroscience, which is traditionally considered to be one of the most difficult disciplines to be taught in undergraduate medical courses to the point where the scientific literature reports “neurophobia” among undergraduate medical students. Herein, we report the design and application of a modified version of TBL, which we termed team-based review (TBR) throughout two cohorts of undergraduate medical students undertaking neuroscience. We show that our TBR methodology enhanced student understanding of neuroscience, increasing average marks and grades achieved in final exams, while also increasing the proportion of students obtaining higher grades. Application of TBR also improved marks obtained by students throughout continuous assessment (midterms, TBL, and problem-based learning grades). In surveys taken following final exams, students strongly felt that TBR enhanced their learning experience and aided knowledge acquisition, consolidation, and exam preparation. Collectively, we show that TBR-based methodology was effective in enhancing the student learning experience and performance in neuroscience and could potentially be successfully used to enhance performance and learning in other subjects in the undergraduate medical curriculum.

Undergraduate anatomy teaching in the UK

2009 ◽  
Vol 91 (3) ◽  
pp. 102-106 ◽  
Author(s):  
P Gogalniceanu ◽  
E Fitzgerald O'Connor ◽  
A Raftery
Keyword(s):  
Medical Students ◽  
Basic Science ◽  
Medical Curriculum ◽  
General Medical Council ◽  
Junior Doctors ◽  
Medical Council ◽  
The Uk ◽  
Teaching Time ◽  
Anatomy Teaching

The UK undergraduate medical curriculum has undergone significant changes following the recommendation of Tomorrow's Doctors, a report by the UK's General Medical Council (GMC). One consequence of these reforms is believed to be an overall reduction in basic science teaching. Many anatomists, surgeons and medical students have objected to the reduction in anatomy teaching time, the diminishing role of dissection and the inadequate assessment of students' knowledge of anatomy. Moreover, there have been concerns regarding the future of anatomy as an academic subject as well as the fitness to practise of junior doctors. Currently there is much debate as to whether the UK is experiencing a real or apparent crisis in anatomy teaching.

Teaching in an Online Community of Inquiry

2013 ◽  
pp. 389-400
Author(s):  
Martha Cleveland-Innes
Keyword(s):  
Higher Education ◽  
Online Community ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Delivery Mode ◽  
Face To Face ◽  
Approach To Teaching ◽  
Education Delivery ◽  
Online Distance

Regardless of education delivery mode – face-to-face, online, distance, or some combination through blended learning – teaching (and learning) is changing. Online learning, whether synchronous or asynchronous, offers a range of instructional practices previously unavailable in either distance or face-to-face higher education. A principled approach to teaching allows faculty to stay on track of teaching requirements, regardless of delivery mode. These principles may support new teaching practices, but, if adopted, will also change the way the role of faculty is configured and executed in the higher education context.

Incorporating a Self-Directed Learning Pedagogy in the Computing Classroom

2014 ◽  
pp. 348-371 ◽  
Author(s):  
Oisín Cawley ◽  
Stephan Weibelzahl ◽  
Ita Richardson ◽  
Yvonne Delaney
Keyword(s):  
Software Engineering ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Self Directed Learning ◽  
Alternative Teaching ◽  
Teaching And Learning Strategies ◽  
Directed Learning ◽  
Approach To Teaching ◽  
The University

With a focus on addressing the perceived skills gap in Software Engineering (SE) graduates, some educators have looked to employing alternative teaching and learning strategies in the classroom. One such pedagogy is Problem-Based Learning (PBL), an approach the authors have incorporated into the SE curriculum in two separate third-level institutions in Ireland, namely the University of Limerick (UL) and the National College of Ireland (NCI). PBL is an approach to teaching and learning which is quite different to the more typical “lecture” style found in most 3rd level institutions. PBL allows lecturers to meet educational and industry-specific objectives; however, while it has been used widely in Medical and Business schools, its use has not been so widespread with computing educators. PBL is not without its difficulties given that it requires significant changes in the role of the lecturer and the active participation of the students. Here, the authors present the approach taken to implement PBL into their respective programs. They present the pitfalls and obstacles that needed to be addressed, the levels of success that have been achieved so far, and briefly discuss some of the important aspects that Software Engineering lecturers should consider.

Dialogue Education: A Learning-Centered Pedagogy

2019 ◽  
Vol 16 (2) ◽  
pp. 359-368
Author(s):  
Dan Haase
Keyword(s):  
Holy Spirit ◽  
Teaching And Learning ◽  
Transformational Education ◽  
Dialogical Approach ◽  
Interactive Engagement ◽  
Learning Centered ◽  
The Holy Spirit ◽  
Approach To Teaching

When implemented, Dialogue Education™ offers a system of teaching and learning that moves beyond lecture into interactive engagement. This article highlights some of the principles and practices within this dialogical approach to teaching while also demonstrating the methodological techniques within this system of learning. Attention will be given to the nature of transformational education in light of the following elements: the learner, the community, the content, the context, and the role of the Holy Spirit.

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