A Re-design Proposal for the ‘Occupational’ & ‘Environmental’ Medicine syllabus under ‘Community Medicine’ subject of the third-year MBBS curriculum in Bangladesh: Suggesting to apply ‘PBLs’, ‘Blended-learning (or, flipped classroom)’ and ‘Guest-lectures’

2021 ◽  
Vol 12 (1) ◽  
pp. 50-67
Author(s):  
Sharafat Malek
Keyword(s):  
Environmental Medicine ◽  
Blended Learning ◽  
Flipped Classroom ◽  
Real Life ◽  
Community Medicine ◽  
Basic Knowledge ◽  
Developed Country ◽  
Disaster Victims ◽  
Case Based Learning ◽  
Health Related

The reported illnesses and injuries attributed to environmental and occupational factors is a major health challenge being experienced globally over the years.1 In current decade, Bangladesh has experienced a number of environmental and occupational health-related hazards that not only have cost huge government involvement, medically and financially but also caused international bodies to intervene into local affairs (see Table 1). These unprecedented events often question how prepared are young Bangladeshi doctors if they are to receive and manage disaster-victims at real time.2  Globally, ‘Occupational and Environmental Medicine (OEM)’ subject is lectured at third-year of the MBBS course during ‘Population Health’ or ‘Community Medicine’ rotation. Efficient, effective and enjoyable learning on OEM-topics can equip future doctors with important basic knowledge and required practical skills that are necessary to manage cases/victims from pandemic, work-hazards or disasters. Students’ positive engagement with OEM may raise their interest with specialist careers in Community Medicine (Com-Med).  Some developed-country studies3-7 reported that students who went through problem-based-learning (PBL) tutored classes made better academic performance on Preventive Medicine, Public Health and Community Health topics than those who had experienced traditionally lecture-tutored curriculum. An Indian study done by Joseph et al.8 documented similar findings. The purpose of this review paper is to appraise current OEM-syllabus under the Com-Med curriculum in Bangladesh and scope, whether the PBLs or case-based-learning (CBLs) model could be appropriate if applied through ‘blended-learning’ or, ‘flipped-classroom (backed by audio-video supports)’ format. This literature-evidenced, student-centred teaching model expectedly would improve students’ practically-oriented learning via their in-class working over real-life cases/problems. Ideally, these cases would be constructed by content-experts and delivered initially by guest-lecturers. Bangladesh Journal of Medical Education Vol.12(1) 2021: 50-67

CONHECIMENTO DOS PROFESSORES DE EDUCAÇÃO FÍSICA SOBRE PRIMEIROS SOCORROS NAS ESCOLAS DE SANTA CECILIA-SC

Professare ◽  
2018 ◽  
Vol 7 (1) ◽  
pp. 82
Author(s):  
Angélica Wrublak ◽  
Elaine Caroline Boscatto
Keyword(s):  
Physical Education ◽  
Daily Life ◽  
Cardiopulmonary Arrest ◽  
School Context ◽  
Real Life ◽  
First Aid ◽  
Basic Knowledge ◽  
Physical Education Teachers ◽  
Emergency Situations ◽  
Santa Cecilia

<p class="resumoabstract">Acidentes e fatalidades podem acontecer desde simples contusões até as mais urgentes hemorragias e parada cardiorrespiratória. Os primeiros socorros realizados de forma adequada podem minimizar os agravos e até mesmo salvar vidas. No âmbito escolar, situações de emergência fazem parte do cotidiano e é essencial que Professores de Educação Física tenham um conhecimento básico para atender as necessidades escolares. O presente estudo teve como objetivo verificar o conhecimento dos Professores de Educação Física (EF) da rede pública de Ensino da Cidade de Santa Cecilia-SC com relação aos Primeiros Socorros (PS). Caracterizou-se em natureza descritiva, transversal, com análise quanti-qualitativa dos dados. Participaram do estudo 11 Professores de EF. Para a coleta de dados, foi desenvolvido um questionário abordando aspectos conceituais, procedimentos e atitudes referentes ao cotidiano profissional. Do total, apenas um professor não teve a disciplina de PS na graduação. Os professores na sua minoria se sentem aptos a prestar os PS e inclusive assumir as situações, demonstrando conhecimento satisfatório na teoria, mas na prática sentem-se inseguros para agir diante de situações mais graves. Destaca-se que mais de 80% sabem como agir em atendimentos menos agravantes. Já nas situações de parada cardiorrespiratória (RCP) e hemorragias, os mesmos relataram que necessitam de um treinamento mais atualizado. Em crianças principalmente eles não sentem muito seguros em prover o auxílio. Foi possível concluir que os professores de EF apresentaram um nível de conhecimento satisfatório na teoria, mas sugerem atualizações periódicas em forma de cursos.</p><p class="resumoabstract"><strong>Palavras-chave</strong>: Primeiros Socorros. Docentes. Educação Física e Treinamento.</p><h3>ABSTRACT</h3><p class="resumoabstract">Accidents and fatalities can occur from simple bruises to the most urgent hemorrhages and cardiopulmonary arrest. First aid performed properly can minimize the aggravations and even save lives. In the school context, emergency situations are part of the daily life and it is essential that Physical Education Teachers have a basic knowledge to carry out the school needs. This study verified the Physical Education (PE) Teachers knowledge from Santa Cecilia-SC public teaching related to first aid. It featured in descriptive nature, transversal, with quantitative and qualitative analysis of the data. Eleven PE teachers participated of the study. For the data collection, it was developed a questionnaire addressing conceptual aspects, procedures and attitudes concerning professional daily life. From the total, only one teacher did not have the first aid subject at the college. Teachers in their minority feel able to provide the first aid and even take on the situations, showing satisfactory theory knowledge, however in real life they feel insecure to act on before serious situations. It points out that more than 80% know how to act before less aggravating calls. Nonetheless, during cardiopulmonary arrest (CPR) and hemorrhages, they reported the need of an updated training. Mainly in children, they do not feel safe to provide the aid. It was possible to conclude that Physical Education Teachers showed a satisfactory level of knowledge in theory, however it suggest courses periodic updates.</p><p class="resumoabstract"><strong>Keywords</strong>: First Aid. Faculty. Physical Education and Training.</p>

scholarly journals Blended Learning on Blood Pressure Measurement: Investigating Two In-Class Strategies in a Flipped Classroom-Like Setting to Teach Pharmacy Students Blood Pressure Measurement Skills

Healthcare ◽  
2021 ◽  
Vol 9 (7) ◽  
pp. 822
Author(s):  
Samieh Farahani ◽  
Imaneh Farahani ◽  
Maira Anna Deters ◽  
Holger Schwender ◽  
Bjoern Bengt Burckhardt ◽  
...  
Keyword(s):  
Blood Pressure ◽  
Blended Learning ◽  
Pressure Measurement ◽  
Flipped Classroom ◽  
Blood Pressure Measurement ◽  
Pharmacy Students ◽  
Learning Approach ◽  
Self Assessment ◽  
Class Session ◽  
Self Confidence

For reliable blood pressure measurement, various potential sources of inaccuracies need to be considered to avoid incorrect decision-making. Pharmacy students should be sensitized and taught the skill accordingly. One strategy to teach students’ blood pressure measurement skills might be through a blended learning approach in a flipped classroom-like setting. With a randomized two-arm study among pharmacy students in their eighth semester, the required extent of in-class session in the scope of a blended learning approach in a flipped classroom-like setting was evaluated. Participants’ self-confidence and self-perceived proficiency were evaluated through a survey, and participants’ blood pressure measurement performance was assessed by objective structured clinical examination (OSCE). Participants’ satisfaction with, and perception of, the flipped classroom were also surveyed. The extended in-class activities did not result in a significantly higher increase of participants’ OSCE score and self-assessment score when compared to the brief in-class session. Both in-class sessions yielded a significant increase in the OSCE scores as well as in the self-assessment scores. Moreover, the teaching approaches were predominantly well-received by the students. The use of both flipped classroom-like approaches improved pharmacy students’ blood pressure measurement performance, though the brief in-class session was sufficient. Students’ self-confidence/self-perceived proficiency in blood pressure measurement skills increased similarly in both settings.

Long-Term Effectiveness of Fingolimod for Multiple Sclerosis in a Real-World Clinical Setting

2021 ◽  
pp. 1-6
Author(s):  
Cihat Uzunköprü ◽  
Yesim Beckmann ◽  
Sabiha Türe
Keyword(s):  
Quality Of Life ◽  
Multiple Sclerosis ◽  
Real Life ◽  
Life Assessment ◽  
Health Related Quality ◽  
Serious Adverse Events ◽  
Related Quality ◽  
Health Related

<b><i>Introduction:</i></b> The primary aim of the present study was to evaluate the long-term efficacy of fingolimod in patients with multiple sclerosis (MS); secondary aims were to describe the safety of fingolimod with the evaluation of treatment satisfaction and impact on the quality of life in real life. <b><i>Methods:</i></b> We collected clinical, demographical, neuroradiological, and treatment data, including pre- and posttreatment status health-related quality of life from 286 MS patients consecutively treated with fingolimod. Clinical assessment was based on the Expanded Disability Status Scale (EDSS), and quality of life assessment was performed with MS-related quality of life inventory (MSQOLI). The data were recorded at baseline and every 6 months for 2 years. <b><i>Results:</i></b> One hundred and fourteen males and 172 females were enrolled. The annualized relapse rate and EDSS showed a statistically significant reduction during the observation period (<i>p</i> &#x3c; 0.001). The patients also demonstrated substantial improvements in magnetic resonance imaging (MRI) outcomes (<i>p</i> &#x3c; 0.001). Health-related quality of life scores improved significantly between baseline and 24-month visit (<i>p</i> &#x3c; 0.001). No serious adverse events occurred. <b><i>Conclusion:</i></b> In our cohort, fingolimod treatment was associated with reduced relapse, MRI activity, and improved EDSS and MSQOLI scores. Additionally, fingolimod has been able to maintain its effectiveness over a considerable long period of treatment.

Adapting Pandemic Practices for the Future: Blended Learning Model for Online Advocacy Training in Pakistan

2021 ◽  
Vol 8 (2) ◽  
pp. 144-157
Author(s):  
Hadia Awan
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Training Session ◽  
Skills Training ◽  
Virtual Learning Environment ◽  
Formative Assessments ◽  
Grading Policy ◽  
Research Areas ◽  
Teachers And Students ◽  
Effective Use

The challenge of teaching a skill-based course online, during pandemic unfolded lasting/ground-breaking opportunities for teachers and students of law alike. For the advocacy skills' training course, a suit for dissolution of marriage was selected and training was divided into 12 steps. The pre-planned semester calendar of the University was followed, but in the virtual learning environment (VLE), sessions were held mostly synchronously by using an indigenized blended learning (BL) model. Station rotation (SR) and the flipped classroom (FC) were also indigenized for effective use. Indigenization of BL was done. SR was done by creating stations comprising research areas involved in the trial for dissolution of a marriage. The FC was used to make students learn lectures beforehand, and all simulations, role-plays and activities were done in class. On-spot grading was done on assessment rubrics by using standard observation forms, generated based on extracted principles. All rubrics and standard forms were shared and discussed with students to build trust in the VLE. The asynchronous mode was also used, but only for the sake of supplemented learning. The grading policy was revised, and the curves of summative and formative assessments were flattened. A total of 45 students were trained, out of whom 26 scored A, four A–, two B, five B+, one B–, one C, one C+, one C– and four got F (for not participating at all). The outcome was encouraging. After completion of the semester, the need assessment survey culminated in a hands-on training session for the Faculty of Law (FoL). Participants designed courses using the BL model and found the methodology effective for future use in regular classes.

Javaslat egy közép-kelet-európai képzési piac kialakítására

2014 ◽  
Vol 14 (1) ◽  
pp. 91
Author(s):  
Ferenc Szani ◽  
Norbert Merkovity
Keyword(s):  
Blended Learning ◽  
Flipped Classroom

Az eTankönyv, az eTananyag és az eTanfolyam kifejezések az átlagember számára gyakran egyet jelentenek a .pdf formátumban elmentett dokumentumokkal. Ritkán, de ez a jelenség megfigyelhető a magyar eTananyag-fejlesztésben is. E tanulmány amellett érvel, hogy szigorú kategóriákat kell felállítani annak érdekében, hogy a magyar eLearning a folyamatos építkezés útjára léphessen. Ennek érdekében bemutatjuk az eLearning területén tapasztalható legfrissebb trendeket (MOOC, blended learning, flipped classroom stb.). Ezután az oktatási tartalmak országos egységesítésének egyre sürgetőbb igényét és lehetőségeit vizsgáljuk meg, aminek a végén javaslatot teszünk egy kelet-közép-európai oktatási piac kialakítására.

scholarly journals Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?

2016 ◽  
Vol 7 ◽  
pp. 281-285 ◽  
Author(s):  
Muhammad R. Sajid ◽  
Abrar F. Laheji ◽  
Fayha Abothenain ◽  
Yezan Salam ◽  
Dina AlJayar ◽  
...  
Keyword(s):  
Saudi Arabia ◽  
Blended Learning ◽  
Student Learning ◽  
Flipped Classroom ◽  
Improve Student Learning

scholarly journals Penerapan Model Blavo (Blended Learning Audio Video) Pada Perkuliahan Bahasa Indonesia Di PGSD FKIP Universitas Lambung Mangkurat

2020 ◽  
Vol 3 (2) ◽  
pp. 91
Author(s):  
Rizky Amelia
Keyword(s):  
Blended Learning ◽  
Industrial Revolution ◽  
School Teacher ◽  
Primary School Teacher ◽  
Skilled Workers ◽  
Study Program ◽  
Case Based Learning ◽  
Combination Of Methods ◽  
Video Model ◽  
Audio Video

Students need to have various abilities to be able to face the era of the industrial revolution 4.0. The abilities and skills needed to be able to compete globally are constantly changing every decade. The FKIP Primary School Teacher Education Study Program of Lambung Mangkurat University has the same goal, namely to produce graduates who are educated, trained and skilled workers who meet the competencies required by the world of work in relevant education fields and have broad insights on the development of education. This study aims to explain the application of the BLAVO (Blended Learning Audio Video) model in Indonesian Language lectures at PGSD FKIP Universitas Lambung Mangkurat. This study uses a quantitative approach. The results showed that the lecture model that involved students in the learning process and was more present would be more interesting than the existing methods. BLAVO which combines Blogging and case-based learning is a combination of methods that involve students with current methods in which students will be more interested and passion for learning.

scholarly journals THE DEVELOPMENT OF BLENDED LEARNING BASED ON HANDPHONE FOR COMPUTER SYSTEM SUBJECT ON XI GRADE OF SMKN 1 BENGKULU CITY

2019 ◽  
Vol 7 (3) ◽  
pp. 497-502
Author(s):  
Basuki Wibawa ◽  
Paidi .
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
System Approach ◽  
Flipped Classroom ◽  
Formative Evaluation ◽  
Learning Model ◽  
Vocational High School ◽  
Fourth Edition ◽  
Seventh Edition ◽  
Stages Of Learning

Purpose of Study: Education has an important role to improve the quality of human resources that made the younger generations could develop their potential optimally. Vocational High School (SMK) is one of the educational institutions that has prepared their graduates to enter the working world. One of the compulsory programs in Vocational High School is the students were carried out on the fieldwork practices (PKL). To provide learning access for students as long as they stayed in the industry area, so it was necessary to give learning on blended learning by using handphone as a learning media. In order to get students’ learning outcomes be maximized, so the development of this learning should be done by applying Research and Development patterns that were adapted from The Steps of System Approach Model of Educational Research and Development (R & D), Fourth Edition and Seventh Edition by Borg and Gall. Blended learning models that would be developed are Norman Vaughan and Flipped Classroom Models. Learning materials were developed are computer system subject. The measurement of result development was done by the formative evaluation that consisted of one to one evaluation with expert, one to one evaluation with learner, small group and field trial. Methodology: The methodology that was conducted is stages of learning model adopted from Model of The Steps of System Approach Model of Educational Reseach and Development (R & D), Fourth Edition and Seventh Edition by Borg and Gall. The blended learning model that will be developed is the Norman Vaughan model and Flipped Classroom Model. (Helena Gillespie et.all, 2007) Results: Stages of learning model development that was adopted from Model of The Steps of System Approach Model of Educational Reseach and Development (R & D), Fourth Edition and Seventh Edition by Borg and Gall. The blended Vaughan model and Flipped Classroom Model. Stages of development process as follows:1) Data and Information Collecting, 2) Identity Instructional Goal, 3) Conduct instructional Analyze, 4) Analyze Learners and Contexts, 5) Write Performance Objectives, 6) Develop AssessmentInstrument, 7) Develop Instructional Strategy, 8 Develop and Select Instructional Materials, 9) Revise Instruction, 10) Design and Conduct Formative Evaluation of Instruction (Gall et all). Implications/Applications: Development of blended learning based on handphone was appropriate to be used in learning at XI grade of SMK. It was caused that students of XI grade have followed the practice of field work for about 3 months, as long as the students followed the practice of fieldwork, it meant that the learning process was still being applied by using handphone media and learning outcomes showed that there was an improvement in learning outcomes.

Sign in / Sign up

Export Citation Format

Share Document