scholarly journals Active Teaching-Learning Methodologies in an Undergraduate Course of Medicine with a Traditional Curriculum

2020 ◽  
Vol 8 (6) ◽  
pp. 532-544
Author(s):  
Raul Angeli Araújo ◽  
João Marcos de Menezes Zanatta ◽  
Julio Cesar André ◽  
Daniella Ladeia de Lima ◽  
Sérgio Luís Aparecido Brienze ◽  
...  
Keyword(s):  
Medical Professional ◽  
Traditional Teaching ◽  
Traditional Curriculum ◽  
Academic Goals ◽  
Cross Sectional ◽  
Student Profile ◽  
Active Teaching ◽  
Traditional Teaching Methods ◽  
The One ◽  
Teaching Learning

The current technological configuration added to the present social demands in health make it necessary to review the teaching-learning methodologies applied during the graduation of the medical professional. Those necessities are addressed by the National Curricular Guidelines, which preconize the adoption of methodologies that stimulate the student's autonomy and put the faculty in compliance with the current situation. To obtain a panorama about the medical students’ perception in a college of a inland city of the São Paulo state in relation to the Active Teaching-LearningMethodologies (ATLM) this cross-sectional, descriptive-exploratory, quantitative analysis was carried out where the participants were students of the Medical School of São José do Rio Preto - FAMERP in 2017. Through a mixed questionnaire, that is, with open and closed questions, data were collected necessary to reach the objective. A total of 364 students participated, of whom 70.9% agreed they would like to use ATLM more often. Regarding the role of the student: 80.7% agreed that ATLM stimulate the study; 73.3% agreed that group activities support learning; 44.2% disagreed that students are not prepared for ATLM due to lack of maturity and 51.1% agreed that they are unprepared to use ATLM for being accustomed to traditional teaching methods. Data show that, even though they do not attend classes with ATLM frequently, the students can be very interested in execute them. Emphasis is given to his intense perception of learning in these moments. The student profile that compares with the ATLM is the one that knows them, that is, those who have had contact with such methodologies want to use them more frequently. In addition, students consider that the teachers’ role should be that of a learning facilitator, who guides the studies so that the academic goals are achieved.

scholarly journals Effect of an educational game on student´s learning: different approaches for evaluation

2017 ◽  
Author(s):  
FERNANDA Klein MARCONDES ◽  
Lais Tono Cardozo ◽  
Pamela Mello-Carpes ◽  
Luis Henrique Montrezor
Keyword(s):  
Educational Game ◽  
Traditional Teaching ◽  
Active Teaching ◽  
Assessment Tests ◽  
Traditional Teaching Methods ◽  
Before And After ◽  
Teaching Learning ◽  
Reading Activity ◽  
Evaluation Approaches ◽  
Physiology Students

The aim of this work was to evaluate the effect of an educational game about cardiac cycle, used as replacing or complementing activity for traditional teaching methods, on the learning of physiology students by using different evaluation approaches. The comparisons were made between the grades obtained in pre- and post-tests applied before and after the use of the game, and between the number of correct answers of groups that performed an activity with the puzzle or had a lecture or reading, in the same or different careers. In all these approaches, the students who performed the activity with the educational game had a better performance in the assessment tests in comparison with those who did not use the educational game. This effect was observed when the puzzle replaced a lecture or reading activity and also when it was used as a complementary activity after a previous lecture. In conclusion, the results of the present study showed that one educational game used as active teaching-learning method can improve the students’ learning, and that its effect on student´s learning can be evaluated by different approaches by the teacher during the classroom routine.

scholarly journals E-learning: The Scenario During COVID-19 Pandemic

2020 ◽  
Vol 19 (2) ◽  
Author(s):  
Archana Chirag Buch ◽  
Hetal Rathod ◽  
Raj Kamble
Keyword(s):  
Online Survey ◽  
Cross Sectional Study ◽  
Health Science ◽  
Male Students ◽  
Traditional Teaching ◽  
Cross Sectional ◽  
Science Courses ◽  
Learning Programs ◽  
E Learning ◽  
Teaching Learning

Background: E-learning is essential in health science education, and the COVID-19 pandemic has accelerated its utility. Objectives: The study aimed to observe the changes in the scenario of e-learning in Indian Medical Education during the COVID-19 pandemic. Methods: A descriptive cross-sectional study was conducted on 905 undergraduate health science students who agreed with an online survey. A questionnaire was prepared, including sociodemographic details, utilization of commercially available e-learning programs before the pandemic, and the scenario of teaching-learning activities during the COVID-19 pandemic. It was validated and circulated among medical students of various states across India through social media. Qualitative data were presented as numbers and percentages and quantitative data as mean (SD). Results: Of the 905 students surveyed, 69.17% (n = 626) were female students and 30.83% (n = 279) were male students. Besides, 85% (n = 395) of the students found commercial programs useful in clarifying concepts. Institutional e-learning was mandatory for 71.16% (n = 644) during the COVID-19 pandemic. Of the 644 students for whom e-learning was mandatory, 69.10% (n = 445) found tools like videoconferencing, Google classroom, zoom meetings, etc. useful in flexibility and autonomy. However, 50.47% (n = 325) of the students preferred a combined method of classroom teaching and e-learning, whereas only 9.93% (n = 64) of students preferred only e-learning as a method of teaching. They were satisfied with institutional programs for clarifying concepts (n = 386; 60%) and communication skills (n = 320; 50%). Conclusions: The utility of e-learning has increased during the COVID-19 pandemic. However, students preferred e-learning in combination with traditional teaching, especially in health science courses.

scholarly journals A comparative study on perceptions of medical students from the different curriculum on team-based learning

2021 ◽  
Vol 0 ◽  
pp. 1-6
Author(s):  
Vijayalakshmi S. Bhojaraja ◽  
B. K. Manjunatha Goud ◽  
Joan Kumar ◽  
Anand Srinivasan ◽  
Jeevan K. Shetty
Keyword(s):  
Deep Learning ◽  
Medical Students ◽  
Integrated Curriculum ◽  
Positive Impact ◽  
Learning Experience ◽  
Traditional Curriculum ◽  
Cross Sectional ◽  
Problem Solving Skills ◽  
Team Based Learning ◽  
Teaching Learning

Objectives: Our medical school followed the traditional curriculum earlier, and due to a large amount of content embedded in each discipline, which had less scope for active and deep learning. To overcome this, we adopted an integrated curriculum and introduced a few active teaching/learning (T/L) methodologies, which promote deep learning and problem-solving skills. One such T/L methodology we introduced was team-based learning (TBL). Before implementing this active T/L methodology in the integrated curriculum, we evaluated the effectiveness of TBL in medical students from the traditional curriculum and aimed to determine students’ perceptions. Furthermore, we aimed to explore the perception of TBL in students who underwent integrated curriculum to evaluate the difference in their perception compared to the traditional curriculum. Materials and Methods: This cross-sectional study was conducted in RAK Medical and Health Sciences University on the 1st year medical students from the traditional and integrated curriculum. Institutional ethical committee clearance and informed consent were obtained before starting the study. A pre-validated 5-item survey questionnaire comprising questions related to the content, process, and teamwork was used to obtain perceptions of students’ on TBL. Results: The students positively perceived the teaching-learning experience using TBL and understood the concepts better. Even the students with integrated curriculum had the same positive impact on their learning attitudes. The majority of students in both cohorts agreed that discussion among their teams helped them to learn better. Around two-thirds (66%) of students from the traditional curriculum and one-third (39%) of students from integrated curriculum wanted TBLs as T/L methodology over didactic lectures. Conclusion: TBL helped to learn better and understand the subject and promoted self and peer engagement, which facilitated their learning by clarifying the doubts with peers. Due to this positive TBL experience, most students from both curriculums recommended its use as a T/L method over lecture. Hence, TBL sessions in medical schools can be used as an effective T/L method to facilitate meaningful learning.

TEAM BASED LEARNING AS AN EFFECTIVE INTERACTIVE TEACHING TOOL- A CROSS SECTIONAL COMPARATIVE STUDY

2021 ◽  
pp. 63-65
Author(s):  
Anuradha Mokkapati
Keyword(s):  
Active Learning ◽  
Teaching Method ◽  
Teaching Tool ◽  
Traditional Teaching ◽  
Learning Method ◽  
Tutorial Group ◽  
Cross Sectional ◽  
Interactive Teaching ◽  
Team Based Learning ◽  
Teaching Learning

Background & objectives: Traditional teaching is passive and also lacks feedback to the students. Active learning methods have gained importance in medical education. Team Based Learning (TBL) promotes active learning among the students, with limited faculty. The objectives of the study were to compare TBL with Traditional teaching method and obtain feedback regarding TBL sessions from the students. Materials and Methods: Fifth semester students were divided into two groups- Students in A group were included in the TBL session, and those in B group in the traditional tutorial group. An assessment was conducted for both the groups at the end. Feedback was also taken from the students participating in TBL. Results: Mean score for TBL group was signicantly high compared to the traditional tutorial group. Most students opined that TBL promoted active participation and cooperative learning in the students. Many students felt that the session was stressful. Interpretation & Conclusions: TBL is an active and effective interactive teaching-learning method, which encourages students to work cooperatively.

IS ONLINE LEARNING A BETTER ALTERNATIVE TO TRADITIONAL TEACHING FOR MEDICAL STUDENTS - A STUDY IN LIGHT OF COVID-19 PANDEMIC

2021 ◽  
pp. 11-12
Author(s):  
Arijit Majumdar ◽  
Soumali Biswas ◽  
Tanushree Mondal
Keyword(s):  
Medical Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Cross Sectional Study ◽  
Traditional Teaching ◽  
Classroom Learning ◽  
Learning Methods ◽  
Cross Sectional ◽  
E Learning ◽  
Teaching Learning

Aim And Objective: The Coronavirus Disease 2019 (COVID-19) pandemic has caused an unprecedented disruption in medical education and healthcare systems worldwide. In India, responses to the COVID-19 pandemic in medical education resulted in closures of medical colleges and adoption of online teaching-learning methods, which is challenging for both faculty and students. Rising concerns among students urged to evaluate strength and weakness of ongoing online teaching and learning methods. The objective of the study was to nd out the perceptions of students regarding E-learning during lockdown period of COVID-19 pandemic. Methods: A descriptive cross sectional study was conducted at IPGME & R Kolkata. A sample size of 600 was calculated. MBBS students of all levels participated in this study. A Google questionnaire was developed and was validated by Medical education unit of the college. The Google questionnaire was mailed to the students. The data was transferred to excel sheet and analysis was done on various parameters to derive descriptive statistics between classroom teaching and online teaching Results: Total 600responses were received. 340 (56.7%) males and 260(43.3%) females participated in the study. 41.7% students use mobile phones as their gadgets for E- learning and 33.3% use laptops followed by desktop (16.7%) and tablet (8.3%) Overall only 10 % students preferred to use only E- learning. 50% students preferred classical didactic learning. And 40% preferred a combination of classical ofine and E - learning as useful method of learning. Conclusions: Students did not prefer E- learning over classroom learning. They admit the usefulness of E -learning. But, classroom learning with rational use of E -learning is preferred by the students.

scholarly journals UMA ABORDAGEM DE JOGOS DE TABULEIRO NO ENSINO EM CIÊNCIAS CONTÁBEIS

2019 ◽  
Vol 12 (4) ◽  
pp. 398
Author(s):  
Sirlene Siqueira Alves ◽  
Armando Paulo da Silva ◽  
Eduardo Filgueiras Damasceno
Keyword(s):  
Teaching Method ◽  
Traditional Teaching ◽  
Course Content ◽  
Board Games ◽  
Significant Difference ◽  
Traditional Teaching Methods ◽  
Before And After ◽  
Teaching Learning ◽  
And Control

The accounting higher education has techniques of knowledge transfer for the professional formation of the academic, therefore, most of the teaching techniques are focused on the disclosure of the laws due to the financial movement of the organizations. Knowing this, much of the advancement in teaching is due to the transmission of the experience of the accounting professor and the student facing the labor market operations. There are other methods of teaching accounting such as lecture, case study, seminars, discussion and debate, however they are still focused on the transmission of experiences or the fictional representation of teaching. This article aims to highlight the use of board games in the Accounting Science course, the teaching based on game fiction, as a way of fixing the content in the teaching of cost accounting, compared to traditional teaching methods. To prove the hypothesis, a board game was created, focused on promoting student engagement and favored the transmission of course content. For research observation and control, questionnaires based research methods were used before and after the use of the game in specific classes of the Accounting Science course. The results were demonstrated through graphs for better visualization. Thus, it was possible to conclude that there was a significant difference in the results before and after the application of this teaching method. In addition, students interacted and became cooperatively involved, which proved the effectiveness of the method in motivating and engaging students in the teaching-learning process.

scholarly journals ICT use by journalism professors in Colombia

2011 ◽  
Vol 27 (2) ◽  
Author(s):  
Elias Hung Said
Keyword(s):  
First Trimester ◽  
Learning Opportunities ◽  
Academic Programs ◽  
Traditional Teaching ◽  
Information And Communications Technologies ◽  
Pedagogical Strategies ◽  
Ict Use ◽  
Communications Technologies ◽  
Traditional Teaching Methods ◽  
Teaching Learning

<span>This article analyses how journalism professors at Colombian universities use information and communications technologies (ICT) in their teaching. Survey data was obtained during the first trimester of 2009 from 63 professors in journalism departments and from a total of 865 professors who are affiliated with journalism departments at 29 universities that belong to the Colombian Association of Journalism Departments and University Programs. These professors have, until now, replicated traditional teaching methods when employing currently available technological resources. The article discusses the factors that influence the teaching uses of ICT and the implementing of pedagogical strategies in the classroom. The results help define the profiles of professors in academic programs in which ICT use is limited, and factors such as investment of time and resources which determine the productive use of ICTs, as well as the implementation of pedagogical models related to new teaching-learning opportunities in the classrooms at Colombian universities.</span>

Learning and training in organizations

2019 ◽  
Vol 27 (5) ◽  
pp. 27-29
Keyword(s):  
Case Studies ◽  
Teaching Methods ◽  
Teaching Styles ◽  
Traditional Teaching ◽  
Content Type ◽  
Learning And Teaching ◽  
Active Teaching ◽  
Traditional Teaching Methods ◽  
Challenges And Opportunities ◽  
Pertinent Information

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Traditional teaching methods have limitations in expecting learners to be passive recipients, and do not take individual differences of either instructor or learner into account. Active teaching methods, such as case-method teaching (CMT) require learners to be more active and dynamic, engaging with real-world case studies, analyzing and problem-solving. The CMT method offers flexibility matching learning and teaching styles of participants. This method has advantages working with potential challenges and opportunities for organizations, empowering staff and bridging the gap between theoretical knowledge and reality. Originality The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

The acquisition of the German case system by foreign language learners through computer animations based on cognitive linguistics

2016 ◽  
Vol 4 (1) ◽  
pp. 113-134
Author(s):  
Valentina Gradel
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Cognitive Linguistics ◽  
Traditional Teaching ◽  
Computer Animations ◽  
Foreign Language Learners ◽  
Case System ◽  
Traditional Teaching Methods ◽  
Language Classrooms ◽  
The One

Abstract In the area of teaching German as a foreign language, the major difficulty for learners is to master German cases. With this in mind, Wegener (1995) therefore proposed starting by conveying those syntactic and semantic roles of the case which occur most frequently, i.e., the so-called prototypical functions. Furthermore, Scheller’s (2008) study has shown that animations based on cognitive linguistic theories enhance grammar instruction, although a verification of such an effect for conveying cases is not yet available. The present study therefore examines the question whether an approach which conveys knowledge about cases through presenting prototypical functions on the one hand and using animations on the other hand can offer advantages over traditional teaching methods. Over a period of two months, such an approach, together with traditional teaching methods, has been tested on two groups of subjects learning German as a foreign language at A1 level. The results reveal that the approach which involved a combination of conveying prototypical functions and interactive animations outperformed traditional methods. An integration of such a method into textbooks and into German as a foreign language classrooms could make it easier for learners to master the German case system in the future.

scholarly journals Application of Traditional and Contemporary Methods While Teaching Language for Specific Purposes

Pedagogika ◽  
2017 ◽  
Vol 128 (4) ◽  
pp. 193-205 ◽  
Author(s):  
Jolita Grašienė ◽  
Angelika Petrėtienė
Keyword(s):  
Teaching Methods ◽  
Traditional Teaching ◽  
Subject Knowledge ◽  
Active Teaching ◽  
Teaching Language ◽  
Language For Specific Purposes ◽  
Traditional Teaching Methods ◽  
Key Competences ◽  
Teaching Professional

The article discusses traditional and contemporary teaching methods in order to determine, which methods are best suited for teaching professional language or language for specific purposes. A study was conducted at the Vilnius Gediminas Technical University (hereafter – VGTU) and Vilnius College of Technologies and Design (hereafter – VTDK) that shows students’ opinion about the teaching methods of the language for specific purposes. The study showed that the choice of teaching methods is determined by the prevailing trends of developments in education and the ongoing advancement of technologies; traditional teaching methods having long-standing traditions should remain relevant; however, in order to ensure the highest possible quality of learning there is a need to intensify the use of active teaching methods, particularly those, which are preferred by students; teachers who usually employ traditional teaching methods are recommended to plan their lectures in such a way as to provide for a transition from passive to active learning. Appropriately selected teaching methods make it possible for students to acquire subject knowledge, improve skills of correct language usage, develop key competences and become competitive specialists.

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