scholarly journals Effects of Hidden Curriculum on Students' Learning in Undergraduate Medical Education in Bangladesh Students' Views

2018 ◽  
Vol 9 (1) ◽  
pp. 2-6
Author(s):  
Md Rahimgir ◽  
Md Ahsan Habib ◽  
Md Humayun Kabir Talukder
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Hidden Curriculum ◽  
Male Students ◽  
Cultural Norms ◽  
Depth Of Knowledge ◽  
Social Class Difference ◽  
The Subject ◽  
The Mean ◽  
Do So

The present study was conducted amongst fourth and fifth year MBBS students of six medical colleges (4 govt. & 2 nongovt.) of Bangladesh to study their views regarding hidden curriculum and its effects on students learning in undergraduate medical education. A total of 637 students were included in the study. Out of 637 students, 393(61.7%) were female and 244(38.3%) male students. Three hundred and fifty (54.95%) were from fourth year and 287(45.05%) students were from fifth year MBBS. Most of the students (96.7%) agreed that teachers' good behavior with students influences students' active participation in the class. The mean score was highly satisfactory(mean 4.68 ± 0.643). Of the total responded students, 58.9% strongly agreed that teachers' good behavior with parents influences students to do the same, and mean score was highly satisfactory. More than 87% agreed that teachers' good behavior with colleagues influence students to do so. The mean score was 4.40 ± 0.730 and it was also highly satisfactory. Around 70% of the students strongly agreed that teachers' good behavior with the patients and attendances influences students to maintain similar behavior and attitude with the patients and attendances. The mean score was 4.64 ± 0.643. As per views' of the students, teachers' depth of knowledge, devotion to the work, interest in the subject, honesty, fairness, teachers' language and art of expression also affects students learning. The mean score was more than four as opined by the students in favor of institutional educational environment, cultural norms, values, traditions all of which can affect students' learning. Teachers' humiliation of the students, gender discriminations, social class difference, and students' politics in the institutes all can affect students' learning badly. After data analysis it was observed that many of the hidden factors normally exists in the institutes that affect students' learning positively and others affect negatively.Bangladesh Journal of Medical Education Vol.9(1) 2018: 2-6

scholarly journals UPAYA MENINGKATAN KEMAMPUAN BERPIKIR KRITIS SISWA MENGGUNAKAN MODEL PEMBELAJARAN IMPROVE

2018 ◽  
Vol 4 (1) ◽  
pp. 33
Author(s):  
Tety Septiani
Keyword(s):  
Critical Thinking ◽  
Learning Model ◽  
Female Students ◽  
Male Students ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
The Subject ◽  
The Mean ◽  
Essay Test ◽  
Academic Year

This research aims to improve students' critical thinking skill using IMPROVE learning model. The subject of this research were VII D grade students of SMP Negeri 9 Purwokerto in the academic year of 2016/2017, consisted of 18 male students and 18 female students. This research employed classroom action research with 3 cycles consisted of planning, acting, observing, and reflecting. In order to know students' critical thinking skill, the researcher used intrument of essay test given in the end of each cycle. The results indicate that students' critical thinking skill improves in cycle I with the mean score is 53.56; then it improves in cycle II with the mean score is 67.87; and it improves in cycle II with the mean score is 77.44. It can be concluded that IMPROVE learning model can improve students' critical thinking skill at VII D grade students of SMP Negeri 9 Purwokerto

scholarly journals Words are just Noise, let your Actions Speak: Impact of Nonverbal Communication on Undergraduate Medical Education

2021 ◽  
Vol 37 (7) ◽  
Author(s):  
Anbreen Aziz ◽  
Farah Farhan ◽  
Faiza Hassan ◽  
Aasma Qaiser
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Undergraduate Medical Education ◽  
Nonverbal Communication ◽  
Online Survey ◽  
Negative Impact ◽  
Freedom Of Expression ◽  
Head Movements ◽  
Creative Commons ◽  
The Subject

Objective: To explore student’s perceptions regarding impact of kinesics (facial expressions, gestures, head movements and postures) on undergraduate medical education. Methods: A qualitative exploratory online survey was conducted from July-Sept 2020 among purposively chosen final year BDS students (n=150) of three dental colleges of Islamabad during COVID-19 lockdown phase. Semi-structured survey questions were validated and piloted before execution. Thematic analysis was performed, and consensus was built among all authors regarding findings, hence ensuring analytical triangulation. Results: Response rate was 46% (69/150). Twenty sub-themes emerged under three domains of kinesics. Participants told that ‘neutral expressions’ frequently used by teachers create ‘boring learning environment’ and ‘hesitation among students to ask questions.’ A smile of teacher imparts ‘new degree of interest in the subject’ and gives ‘freedom of expression’ to the students. On contrary, anger ‘demotivate’ students, instills ‘fear among them’, make them anxious therefore, they are ‘unable to understand lectures’ which ultimately leads to ‘loss interest in the subject’. Use of gestures by teachers creates ‘enjoyable teaching-learning process’ but movements such as clearing throat or shaky legs produce ‘constant split-second interruption’. Moreover, standing posture of teachers bring ‘interest and alertness among students’. Conclusion: Nonverbal communication can have positive or negative impact on undergraduate medical education. Therefore, teachers may start lecture with a smile and anger should be avoided to produce friendly and healthy learning environment. Faculty training is required for the effective use of nonverbal communication strategies to create an optimal learning environment for the students. doi: https://doi.org/10.12669/pjms.37.7.4180 How to cite this:Aziz A, Farhan F, Hassan F, Qaiser A. Words are just Noise, let your Actions Speak: Impact of Nonverbal Communication on Undergraduate Medical Education. Pak J Med Sci. 2021;37(7):---------. doi: https://doi.org/10.12669/pjms.37.7.4180 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

PENGGUNAAN MEDIA EDUKATIF KARTU DOMINO UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS VII.9 MTS NEGERI DUMAI TAHUN PELAJARAN 2017/2018

2019 ◽  
Vol 3 (1) ◽  
pp. 182
Author(s):  
Sumini Sumini
Keyword(s):  
Action Research ◽  
Linear Equation ◽  
Female Students ◽  
Male Students ◽  
Card Games ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research ◽  
Academic Year

This research is a Classroom Action Research that have aimed to improve students learning result on the subject of  Linear Equation with One Variable using media educative Domino Card games in the class VII.9 MTs Negeri Dumai on odd semester, academic year 2017/2018. This class consisting of 37 students with 17 male students and 20 female students.  This research was conducted in two cycles comprising 3 meetings in each cycle. The data of the research were collected by using some techniques, that is  by using test after each cycle and observation each meetings. The data of was collecting using quantitative  and qualitative analyze. The result of this research using media educative Domino Card games can improve students learning result. There was an improvement on the mean score of the test. In the first cycle it was 74.05 and improved to 84.32 in the second cycle. This technique could make the students pay attention to the lesson properly.

Recognizing the Role of Language in the Hidden Curriculum of Undergraduate Medical Education

2020 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Bonnie O. Wong ◽  
Jacob A. Blythe ◽  
Jason N Batten ◽  
Brandon E. Turner ◽  
James N. Lau ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Hidden Curriculum

scholarly journals Current practice of bedside teaching in undergraduate medical education of Bangladesh

2017 ◽  
Vol 4 (1) ◽  
pp. 2-7
Author(s):  
Jobaida Sultana ◽  
Iffat Ara ◽  
Humayun Kabir Talukder ◽  
Md Manir Hossain Khan
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Group Dynamics ◽  
Physical Environment ◽  
Active Participation ◽  
Educational Process ◽  
Bedside Teaching ◽  
Patient Teaching ◽  
Teaching Tasks ◽  
The Mean

Introduction: Bedside teaching is the cornerstone of clinical teaching for the health professions. Different strategies have emerged to make it more effective. Many of the environments and opportunities available for bedside teaching and learning have changed.Methodology: This was a descriptive type of cross sectional study conducted in seven (three public and four private) medical colleges in Bangladesh over a period from July 2012 to June 2013 to determine the ways of conduction of bedside teaching in undergraduate medical education of Bangladesh. Total 30 Bedside teaching (BST) sessions conducted in the ward in Obstetrics and Gynaecology departments were observed by researcher herself and data was collected in a structured check list by using 5 points rubric (1-lowest quality, 5-highest quality). The checklist had four main sections- physical environment of bedside sessions, issues regarding patient's comfort and attitude towards patient, teaching tasks and group dynamics. Each section had a number of items and total 27 items were observed. For each variable frequency distribution, mean score and standard deviation (SD) were calculated.Here mean score 5- no need of further improvement, as it covered all the required criteria, 4- very minimum effort, 3- some effort, 2= moderate effort, 1= considerable efforts are needed to fulfill the required criteria.Result: Among physical environment factors the mean score of temperature, noise, space, teacher-student ratio were >2 but <3 and for light the mean score was >3 but <4. Among the issues regarding patient's comfort and attitude toward patient the mean scores on introducing everyone to the patient, maintaining privacy, explaining findings to the patient, genuine encouraging closure were >1 but <2 and on taking consent from the patient, showing appropriate attitude toward patient, teaching based on data about that patient were >2 but <3. Among teaching tasks the mean score on supervision of student during history taking, giving chance to practice the skills of the session, summarizing the session were >1 but <2 and on selection of the patient, supervision of student during physical examination, giving feedback, acting as a role model in physician- patient interactions, duration of the classes were >2 but <3 and on assisting a student during practicing a skill when needed, asking students to apply clinical reasoning skills were >3 but <4. Among group dynamics the mean score on active participation of the students and setting tasks for individual student were >1 but <2 and on setting goals for the group at the beginning of the class and setting time limit for every task were >2 but <3 and on active participation of the patients were >3 but <4.Conclusion: In all aspects of bed side teaching minimum to considerable efforts are necessary to make it more effective. A bedside teacher must know the importance of comfortable physical environment in learning and must learn how to involve patients and learners in the educational process, so faculty development is essential.Bangladesh Journal of Medical Education Vol.4(1) 2013: 2-7

scholarly journals Present status of laboratory teaching in the department of Pathology of undergraduate medical education in Bangladesh

2017 ◽  
Vol 7 (1) ◽  
pp. 20-24
Author(s):  
S Giti ◽  
S Khatoon ◽  
MHK Talukder ◽  
KK Alam ◽  
T Nargis ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Present Status ◽  
Practical Work ◽  
Actual Problem ◽  
Pathology Department ◽  
Laboratory Teaching ◽  
The Mean ◽  
Teaching Learning ◽  
Medical Colleges

Introduction: Effective laboratory teaching and practical work has an important and time-honored place in the education of students and researchers. The main principle underlying laboratory work is that students learn effectively through doing practical tasks (learning by doing). The laboratory courses offer students the opportunity to gain manipulative skills, observational skills, and the ability to plan experiments and to interpret experimental data.Justification: There is less involvement and less active participation in the pathology practical classes by the students. Little has been published about the actual problem. Therefore this study was designed to investigate the ways of conduction of laboratory teaching in different medical colleges of Bangladesh.Objectives: The aim of this study was to explore the present status of laboratory teaching in the department of Pathology of undergraduate medical education in Bangladesh.Materials and methods: This descriptive cross sectional study was carried out to determine the ways of conduction of laboratory teaching in Pathology department of undergraduate medical education in Bangladesh. The study was carried out in Eleven (Five Government and Six Non- Government) medical colleges in Bangladesh over a period from July 2014 to June 2015 by adopting convenience sampling. ‘Triangulation’ technique was used in this study to ensure the validity and reliability of research findings. For each variable of structured observation and structured questionnaires, the mean score was calculated.Results: From observation of the study, it was found that among physical environment factors, the mean score of seating arrangement, space available for practical work in the class and teacher student ratio were >3 but <4. Regarding teaching methods, the mean scores on different items were >2 but <3. Similarly the mean scores on group activities and laboratory safety measures items were >2 but <3. Mean score on teachers’ abilities were just 3. Students’ were unhappy with available space for their practical work, inadequate sitting arrangement, insufficient number of teaching learning materials especially reduced number of microscopes, other instruments and photomicrograph and the mean scores were just around 3. Though the teachers were satisfied with their teaching abilities but admitted failure in integrating the class with other subjects. The majority of items showed that the teachers rated themselves as more frequently engaging in standards-based behaviours than the students rated them and the mean scores were around 4 and >4but <5.Conclusions: The findings revealed a gloomy picture of existing teaching learning situation in Pathology department of undergraduate medical education in Bangladesh from observer’s and students’ perspective. Findings from this study may give guideline to curricular planner and faculties/administrators of medical college for further improvement of laboratory teaching.Bangladesh Journal of Medical Education Vol.7(1) 2016: 20-24

scholarly journals PENERAPAN METODE PEMBELAJARAN GROUP TO GROUP (GGE) UNTUK MENINGKATKAN HASIL BELAJAR SISWA

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Dewa Putu Yuliana ◽  
Nyoman Santiyadnya ◽  
Agus Adiarta
Keyword(s):  
Action Research ◽  
Mastery Learning ◽  
Female Students ◽  
Male Students ◽  
Cognitive Aspect ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research ◽  
Academic Year ◽  
Method Group

This study aimed at knowing the improvement of students’ achievement in “Prakarya and Kewirausahaan” subject matters by using method Group to Group Exchange (GGE) at X MIPA 2 of SMA Negeri 4 Singaraja in academic year of 2016-2017. This study was classroom action research which was conducted in 2 cycles. The subject of this study was students of X MIPA 4 of SMA Negeri 4 Singaraja with the number of students was 39 students consisted of 20 male students and 19 female students. Cycle 1 consisted of 3 meetings and cycle 2 consisted of 3 meetings, the data was collected by using observation and test. The data was obtained in the form of students’ achievement which is covered cognitive aspect, affective, and psychomotor. The data was analyzed through descriptive quantitative. The result of this study showed that the implementation of method Group to Group Exchange (GGE) at X MIPA 2 of SMA Negeri 4 Singaraja could improve the result of students’ achievement in “Prakarya and Kewirausahaan” subject matters. The mean score of students achievement in the cycle 1 was 71 and for cycle 2 was 78.27. From the result in the cycle 1 and 2, the improvement of students achievement was 7.27. Classical mastery learning also improved for the cycle 1 was 58% became 87% in the cycle 2, the improvement of students achievement was 29%.

scholarly journals The hidden curriculum in under graduate medical education in Bangladesh: medical students' perception

2017 ◽  
Vol 4 (1) ◽  
pp. 20-24
Author(s):  
Tahmina Nargis ◽  
Md Humayun Kabir Talukder ◽  
Kazi Khairul Alam
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Graduate Medical Education ◽  
Hidden Curriculum ◽  
Sampling Technique ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Structured Questionnaire

This descriptive cross sectional study was conducted among 386 students of 3rd phase of selected 2 government and 2 non government medical colleges of Bangladesh in 2013. The objective of the study was to find out the perceptions of the students regarding hidden curriculum in undergraduate medical education. Sampling technique was convenient. A self administered structured questionnaire was used and it consisting of 43 items in relation to hidden curriculum in the likert scale. Perceptions of the respondents were positive about 27 items that is the issues on these item areas were satisfactory in their institutes. Mean scores of these items were more than 3 for each. On the contrary perceptions of the respondents were negative for 16 items that is the issues on these item areas were not satisfactory in their institutes. Mean scores of these items were less than 3 for each. The study result can be used to sensitize and aware the concerned teachers/ authorities for valuing the importance of hidden curriculum and address the issues accordingly.Bangladesh Journal of Medical Education Vol.4(1) 2013: 20-24

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