scholarly journals Innovation in Diabetes Clinic: Insulin Injection Teaching Aid

2021 ◽  
Vol 44 (1) ◽  
pp. 46-52
Author(s):  
Nampeth Saibuathong ◽  
Rattanaporn Jeerawatana ◽  
Taratip Pumkompol ◽  
Saisunee Tubtimtes
Keyword(s):  
Diabetes Mellitus ◽  
Teaching Method ◽  
Insulin Injection ◽  
Control Group ◽  
Diabetes Clinic ◽  
Innovative Teaching ◽  
Control Blood Glucose ◽  
Outpatient Unit ◽  
Experimental Group ◽  
Diabetes Patients

Background: Insulin injection education is important in diabetes mellitus patients’ treatment in order to control blood glucose levels. Objective: To present a new innovative teaching method for insulin injection. Methods: Samples included diabetes patients, who were taught the first insulin injection at the diabetes clinic, Ramathibodi Hospital. They were divided into 2 groups (35 patients in each group): the experimental group was taught by the abdomen model for injections, and the control group was instructed by a traditional lecture style. Three evaluation forms were used: 1) injection observation sheet; 2) self-evaluation sheet of understanding and injection skill of the diabetes patients; and 3) evaluate efficiency form of teaching insulin injection model. Results: The study revealed that the experimental group understood injection methods both in terms of injection skills and confidence in self-injection at more than 97% except for fear. The study found that trypanophobia decreased 70.2% and fear of pain reduced 82.8%. The abdomen model teaching method yielded effective results to increase injection skills, knowledge, and understanding of self-injection. Conclusions: This abdomen model is now used to teach insulin injection as a commercial product sold at the Center of Excellent Innovation, Faculty of Medicine, Ramathibodi Hospital, Mahidol University. This model is currently used as one of the medical tools for teaching insulin injection at the diabetes mellitus clinic of the medical outpatient unit of Ramathibodi Hospital.  

Application Research and Practice of TBL Innovative Teaching Method in the Course of Clinical Biochemical Testing Technology

2020 ◽  
Vol 9 (1) ◽  
pp. 14
Author(s):  
Hongxia Gao ◽  
Yan Liu ◽  
Guoqing Wang
Keyword(s):  
Clinical Biochemistry ◽  
Teaching Method ◽  
Teaching Quality ◽  
Evaluation Methods ◽  
Average Score ◽  
Control Group ◽  
Innovative Teaching ◽  
Biochemistry Test ◽  
Experimental Group ◽  
Innovative Teaching Method

The purpose of this study is to explore the practical application effect of TBL innovative teaching method in the course of clinical biochemistry test technology. The research object is all undergraduate students in the laboratory major of 2018 medical school of our university. The research method is comparative experiment method, the teaching method of LBL teaching is set as control group, while the experimental group adopts TBL teaching method. By the final teaching evaluation and the data collected in the process, the influence of TBL teaching methods on the teaching effect of the course is compared and analyzed. The evaluation methods are combined with subjective and objective evaluation. The evaluation methods include questionnaire, student mutual evaluation, final test and other multiple ways. And the results of this study showed that the average score of the experimental group using TBL teaching method was significantly higher than that of the control group using traditional teaching method. In addition, through the process evaluation, it was found that the students in the experimental group were superior to the students in the control group in terms of learning interest, communication ability and learning methods. As a result, the application of TBL teaching method in the teaching of clinical biochemistry test obviously promotes the teaching quality and effect of this course.

scholarly journals Application of blended teaching model based on SPOC and TBL in dermatology and venereology

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jinrong Zeng ◽  
Liyao Liu ◽  
Xiaoliang Tong ◽  
Lihua Gao ◽  
Lu Zhou ◽  
...  
Keyword(s):  
Teaching Method ◽  
Learning Experience ◽  
Control Group ◽  
Teaching Model ◽  
Self Directed Learning ◽  
Innovative Teaching ◽  
Assessment Scores ◽  
Clinical Thinking ◽  
Experimental Group ◽  
Blended Teaching

Abstract Background In this study, we applied the small private online course (SPOC) and team-based learning (TBL) blended teaching model to dermatology and venereology to ensure a higher quality learning experience for clinical medical students. Methods A total of 52 fifth-grade clinical undergraduates from Xiangya School of Medicine of Central South University were randomly divided into an experimental (n = 26) and a control group (n = 26). In March 2018, we used the SPOC and TBL blended teaching model in the experimental group and explored the effects of innovative teaching in the dermatology and venereology course, compared with the control group receiving the conventional teaching method. We analyzed the two groups’ theoretical assessment scores and questionnaire results to evaluate the efficiency of the new pedagogy. Results Students in the experimental group had a better understanding than the control group of the dermatology and venereology content and higher scores on the case analysis questions in the final theoretical examination. The results revealed that the majority of the experimental group students agreed that the novel teaching model blended with SPOC&TBL helped them significantly stimulate motivation and develop their ability in self-directed learning, independent thinking, literature retrieval, presentation board, teamwork, communication, and systematic clinical thinking. The teaching satisfaction survey of the two groups showed that the students’ satisfaction in the experimental group was significantly higher than in the control group (p < 0.05). Conclusions The SPOC&TBL teaching model is better than the traditional one in enriching students’ professional knowledge and cultivating their comprehensive ability. It can effectively promote educational quality, improve students’ learning effects, and enhance their satisfaction. This method has broad application prospects.

scholarly journals MENGENDALIKAN KADAR GLUKOSA DARAH PASIEN DIABETES MELITUS TIPE 2 DENGAN OLAH SEHAT LAFIDZI 21

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Sulastri S ◽  
Tety Mulyati Arofi
Keyword(s):  
Diabetes Mellitus ◽  
Type 2 Diabetes ◽  
Blood Glucose ◽  
Control Group ◽  
Control Blood Glucose ◽  
Glucose Levels ◽  
Blood Glucose Levels ◽  
Quasi Experimental ◽  
Diabetes Patients

Pendahuluan: Diabetes Mellitus merupakan suatu sindroma klinis kelainan metabolik yang ditandai oleh adanya hiperglikemia yang terjadi karena kelainan sekresi insulin, kerja insulin atau kedua-duanya. Perawatan pasien Diabetes bertujuan mengendalikan kadar glukosa darah sehingga tidak menimbulkan komplikasi yang dapat mengganggu kehidupan normal pasien. Berbagai penatalaksanaan untuk mengendalikan kadar glukosa darah dapat dilakukan, di antaranya olah sehat Lafidzi 21. Penelitian ini bertujuan untuk mengetahui pengaruh Olah Sehat Lafidzi 21 terhadap kadar glukosa darah pasien Diabetes tipe 2 di Klub Diabetes Rumah Sakit Islam Jakarta Cempaka Putih. Metode: Penelitian ini merupakan penelitian kuantitatif dengan rancangan quasi-experimental dengan kelompok kontrol. Olah Sehat Lafidzi 21 dilakukan oleh penderita Diabetes setiap hari selama 14 hari. Hasil: penelitian menunjukkan penurunan kadar glukosa darah puasa yang signifikan pada kelompok intervensi setelah melakukan Olah Sehat Lafidzi 21 (p =0,00). Simpulan: Olah Sehat Lafidzi 21 mampu menurunkan kadar glukosa darah secara signifikan pada penderita diabetes tipe 2 di Diabetes Klub Jakarta Islamic Hospital Cempaka Putih. Kata kunci: Olah Sehat Lafidzi 21, kadar gula darah, diabetes mellitus tipe 2.AbstractIntroduction: Diabetes Mellitus is a clinical syndrome of metabolic abnormalities characterized by the presence of hyperglycemia that occurs due to insulin secretion abnormalities, insulin work or both. Treatment of Diabetes patients aims to control blood glucose levels so as not to cause complications that can interfere with the patient's normal life. Various management to control blood glucose levels can be done, including healthy Lafidzi 21. This study aims to determine the influence of Healthy Lafidzi 21 on blood glucose level of Type 2 Diabetes patients at Diabetes Club Jakarta Islamic Hospital Cempaka Putih. Methods: This was a quantitative study with a quasi-experimental design with a control group. Healthy Lafidzi 21 is done by diabetics every day for 14 days. Results: the study showed a significant decrease in fasting blood glucose levels in the intervention group after performing Healthy Lafidzi 21 (p = 0.00). Conclusion: Healthy Lafidzi 21 is able to lower blood glucose levels significantly in people with type 2 diabetes in Diabetes Club Jakarta Islamic Hospital Cempaka Putih. Keywords: Healthy Lafidzi 21, blood sugar level, diabetes mellitus type 2.

scholarly journals Effects on applying Micro-Film Case-Based Learning model in pediatrics education

2020 ◽  
Author(s):  
Yuan Pan ◽  
Xiuqi Chen ◽  
Qiuwen Wei ◽  
Jinmin Zhao ◽  
Xun Chen
Keyword(s):  
Chinese Culture ◽  
Teaching Method ◽  
Satisfaction Survey ◽  
Control Group ◽  
Senior Year ◽  
Self Assessment ◽  
Innovative Teaching ◽  
Case Based Learning ◽  
Experimental Group ◽  
Case Based

Abstract Background: By establishing an innovative teaching model, teachers and students can optimize the education outcome. Lecture-Based Learning (LBL) model has long been widely used as main teaching method in medical course in Chinese culture with a positive result of grades, however, negative of practice. Case-Based Learning (CBL) model modified it by focusing on clinical case study, yet with its limitations. The aim of our study is to discuss the effect of applying a comprehensive renewal CBL model: Micro-Film Case Based Learning (MF+CBL) Model, in pediatrics theoretical course in senior year students under Chinese culture.Methods: Experimental research was conducted by parallel group control study. The total sample was 104 senior year students (Chinese) majoring in clinical medicine from Guangxi Medical University. The experimental group was intervened by MF+CBL model, while the control group by LBL model. Both process and result were assessed after 8-week courses, by questionnaires of Student Self-Assessment, Satisfaction Survey and Final examination.Results: The outcome of experimental group generally surpassed control group in Student Self-Assessment, Satisfaction Survey, and Final examination. The open question at the end of the questionnaire yet unfolded a fact that a small number of students were not used to the MF+CBL model due to its time and energy consuming feature.Conclusions: MF+CBL model was an innovative teaching method, compared with LBL, with a better contribution of comprehensive quality development，which offered an alternative model to optimize the capacity of future pediatrics doctors.

The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

2019 ◽  
Vol 1 (33) ◽  
pp. 693-714
Author(s):  
. Muntaha Sabbar Jebur
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Research Work ◽  
Peer Teaching ◽  
Control Group ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

          Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors.     The researcher proposes that the use of students peer teaching  may promote students' achievement  and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its  effect on Iraqi EFL students' achievement in the course of Library and Research Work .      The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching  and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017.       The same materials were presented to both groups. This included   units from Writing Research Paper by Lester D. . Post-test was constructed and exposed  The t-test for  independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching   was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

Effect of Concept Mapping as an Innovative Teaching Method on Senior School Students’ Interest in Chemistry

2019 ◽  
pp. 66-74
Author(s):  
Offor E. N.
Keyword(s):  
Concept Mapping ◽  
Teaching Method ◽  
Mapping Method ◽  
Control Group ◽  
School Students ◽  
Innovative Teaching ◽  
Chemistry Students ◽  
Lecture Method ◽  
Significant Difference ◽  
Innovative Teaching Method

The study was designed to explore the effect of concept mapping as an innovative teaching method on senior school students‟ interest in chemistry. The pre -test post- test quasi experimental design was adopted for the study. The population for the study comprised 1425 senior secondary two (SS2) chemistry students in Agbani Education Zone. A total of 189 SS2 chemistry students were drawn from three secondary schools selected in the zone through purposive sampling method. Two research questions and two hypotheses guided the study. In each of the schools used for the study, all the chemistry students in their intact classes were used. The experimental group was taught using concept mapping while the control group was taught using the lecture method of teaching. The treatment lasted for six weeks. The instrument for data collection was Chemistry Interest Scale (CIS). The CIS was validated by three experts. Before the treatment commenced, a pre- interest scale was administered and a reliability coefficient of 0.72 was established using Cronbach Alpha. The data collected was analyzed using analysis of co variance (ANCOVA). The result of the data analysis showed that there is a significant difference between the mean interest scores of students taught chemistry with concept mapping and those taught with lecture method. The study concludes by recommending that concept mapping method of teaching should be adopted in teaching of chemistry as this has helped to stimulate interest in chemistry which will help to enhance their achievement.

Thyroid Dysfunction in Pregnant Women with Gestational Diabetes Mellitus

2020 ◽  
Vol 16 (8) ◽  
pp. 895-899 ◽  
Author(s):  
Shahin Safian ◽  
Farzaneh Esna-Ashari ◽  
Shiva Borzouei
Keyword(s):  
Diabetes Mellitus ◽  
Gestational Diabetes ◽  
Gestational Diabetes Mellitus ◽  
Pregnant Women ◽  
Thyroid Dysfunction ◽  
Control Group ◽  
Thyroid Peroxidase ◽  
Free T4 ◽  
Significant Difference ◽  
Experimental Group

Aims: Investigation thyroid dysfunction and autoimmunity in pregnant women with gestational diabetes mellitus. Background: This article was written to evaluate the thyroid function and anti-thyroid peroxidase (anti- TPO) antibodies in pregnant women with gestational diabetes mellitus (GDM). Method: A total of 252 women with GDM and 252 healthy pregnant women were enrolled. Thyroid tests, including TSH, FreeT3, Free T4, and anti-TPO were performed for all women at 24–28 weeks of gestation. Data analysis was then carried out using SPSS ver. 22. Result: There was a significant difference between the experimental group (38.4%) and the control group (14.06%) in terms of the prevalence of subclinical hypothyroidism (p= 0.016). The frequency of anti-TPO was higher in the experimental group than the control group and positive anti-TPO was observed in 18.6% of women with GDM and 10.3% of healthy pregnant women (P= 0.008). Conclusion: Thyroid disorders are observed in pregnant women with GDM more frequently than healthy individuals and it may be thus reasonable to perform thyroid tests routinely.

scholarly journals Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar

2021 ◽  
Author(s):  
Tun Zaw Oo ◽  
Andrea Magyar ◽  
Anita Habók
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Classroom Environment ◽  
Teaching Method ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Experimental Group

AbstractThis study investigates the effectiveness of the reflection-based reciprocal teaching (RBRT) approach for Myanmar upper secondary school students’ reading comprehension in English. In the RBRT approach, the main frame is based on the reflective teaching model for reading comprehension (Oo and Habók in Int Electron J Elementary Educ 13(1):127–138, 2020), in which the reciprocal teaching method (involving questioning, clarifying, summarizing, and predicting) was applied. This study used cluster randomized trials. Two groups participated in the research: the experimental group, who were taught with the RBRT approach, and the control group, who were taught with traditional methods. Results showed that the RBRT approach has a strong effect on students’ English reading comprehension achievement. The experimental group increased its achievement on the posttest significantly, and the students’ results showed high effect size. It was also found that teachers’ reflection on the instructional context had a considerable impact on raising students’ reading comprehension achievement. The RBRT approach can be successfully applied in the classroom environment to develop students’ reading comprehension in English in Myanmar.

Effective Role of Emotions in Teaching

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Sujit Dhanraj Kumavat
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Negative Emotion ◽  
Junior College ◽  
Control Group ◽  
Neutral Group ◽  
Group I ◽  
Group Control Group ◽  
Experimental Group

The objective of the present study was to find out the role of emotion in effective teaching of junior college students. The sample for the present research selected from the grantable junior college in Ahmednagar. For the research 11th class 90 students of Commerce faculty was selected. Among them 30 student selected for the positive emotion teaching group (Experimental group I). 30 students selected for the negative emotion (Experimental group II). And 30 students were selected for the neutral group (Control group III). The age range of the students were 17 to 18 years (M=35.00 SD=7.38). In the research Simple random method was used. The first hypothesis of the research was positive emotional teaching method high in English retention than negative and neutral teaching methods. Tolls 11th class English syllabus selected for the study. Result first result was showed that positive emotional teaching had significantly high English retention than the negative and neutral emotional teaching methods.

THE EFFECT OF CREATIVE DRAMA METHOD ON STUDENTS’ ACHIEVEMENTS TOWARDS THE MUSIC LESSON

2021 ◽  
Vol 6 (14) ◽  
pp. 15-31
Author(s):  
Bahar GÜDEK ◽  
Hande YILMAZ
Keyword(s):  
Teaching Method ◽  
Classroom Teacher ◽  
Control Group ◽  
Creative Drama ◽  
Music Lesson ◽  
Course Success ◽  
Musical Perception ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The aim of this research is to examine the effects of creative drama method on students' achievements towards the music lesson . In addition to this, in the research, it was aimed to develop appropriate educational activities prepared with creative drama method for the theoretical subjects of music, to eliminate the unwillingness of students towards these subjects, to facilitate the learning of information about music theory, to make learning fun and permanent, and to provide the student to learn voluntarily. In this study; For the determined purpose, creative drama method was applied in the teaching of theoretical knowledge of the 4th grade musical perception and information learning field in the 2018-2019 Academic Year Music Course Education Program of the Ministry of Education. The study was carried out by experimental method. The study group consists of 80 students, including 40 students in the Samsun Mimarsinan Primary School, an experimental group and 40 students in the control group. While the subjects pertaining to the musical perception and information learning area were taught by the classroom teacher with the traditional (classical) teaching method in the control group, the experimental group was taught by the researcher using the creative drama method. The pre-test and post-test post-test music course success scale was applied to both groups. With the results obtained from the scale, the effect of creative drama method on students' achievements towards the music lesson was investigated. As a result, it was found that creative drama method had a positive effect on students ' achievements, there was no significant difference according to gender, and the effect on students' achievement levels was 'enormous'.

Sign in / Sign up

Export Citation Format

Share Document