scholarly journals Performance of Postgraduate students in Objective Structured Practical Examination (OSPE) in the Speciality of Obstetrics and Gynaecology

1970 ◽  
Vol 25 (1) ◽  
pp. 3-8
Author(s):  
S Rouf ◽  
A Majid
Keyword(s):  
Clinical Assessment ◽  
Teaching And Learning ◽  
Simulated Patients ◽  
Problem Solving Skills ◽  
Postgraduate Students ◽  
Practical Examination ◽  
Obstetrics And Gynaecology ◽  
First Time ◽  
And Task

Objectives: The aim of the study was to evaluate the performance of the postgraduate students in Objective Structured Practical Examination (OSPE) in the speciality of Obstetrics and Gynaecology. This new trend of assessment was implemented first time in Bangladesh as a part of clinical assessment in the Fellowship examination. Materials and Methods: Three Mock OSPE were arranged for the postgraduate students before appearing in the final Fellowship examination by the faculty of Obstetrics and Gynaecology along with Bangladesh College of Physicians and Surgeons (BCPS) in the month of September and November 2005. A total of 109 students participated. In OSPE, students rotate through different stations where they are asked to perform certain tasks. In each circuit three different categories of stations were arranged, procedural stations for demonstrating certain skills, interactive stations with simulated patients for patient education, counselling and history taking and question stations where specimens, instruments, data and scenarios were placed for evaluation of interpretation, decision making and problem solving skills. For the procedural and interactive stations a preformed standardized checklist was placed with an observer for evaluation. For the question stations answer keys were prepared for checking. Pass mark was set at 52% (13 grade) as decided by the Examination Committee of BCPS. Results: Fifty six (51.38%) students scored 52% or above and declared as having passed. Performance in the procedural station was very poor in the first Mock (40.20% success rate) but the results got better in the subsequent Mock (52% in Mock II and 72% in Mock III). Performance in the interactive stations was not at all satisfactory, 75% could not achieve the desired credit revealing the fact that the students were very poor in communication skills. Performance in the question stations was variable depending upon the objective and task enrolled. Conclusions: OSPE is objective, structured, reliable and valid way to assess all the component of clinical competency and is an option to improve quality of clinical assessment, teaching and learning. (J Bangladesh Coll Phys Surg 2007; 25 : 3-8)

Group Peer Review

2018 ◽  
Vol 11 (4) ◽  
pp. 452-466 ◽  
Author(s):  
Gail Teachman ◽  
Martine C. Lévesque ◽  
Mark Tambe Keboa ◽  
Basem Adel Danish ◽  
Konstantinos Mastorakis ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Research Training ◽  
Writing Strategies ◽  
Ongoing Debate ◽  
Postgraduate Students ◽  
Peer Reviews ◽  
Constructive Feedback ◽  
Peer Reviewing ◽  
First Time

Invitation to review a manuscript for publication marks an exciting milestone in graduate and postgraduate students’ training. Yet, peer reviewing is seldom explicitly taught. First-time reviewers approaching this task often lack mentorship, guidelines, and confidence. The ongoing debate about how to judge the quality of qualitative research can further complicate the task. In this article, we introduce an innovative model for conducting group peer reviews in the context of qualitative research training. After setting out the model's principles and process, we discuss its merits and reflect on our experiences as trainees and supervisor using the approach. In addition to providing opportunities for mentorship in appraisal methods, writing strategies, and approaches for framing constructive feedback, we suggest the model has the potential to advance trainees’ development as collegial peers and their overall learning as qualitative researchers. Finally, we discuss potential ways forward to extend the model in other contexts.

MODIFIKASI METODE PEMBELAJARAN MATEMATIKA INSIDE OUTSIDE CIRCLE DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Nurmaita Putri Handayani ◽  
Siti Kholifaturohmah ◽  
Thania Intan Syahrini
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Major Influence ◽  
Self Awareness ◽  
Learning Method ◽  
Quality Of Learning ◽  
And Task

This writing aims to motivate students to be more disciplined in the learning process and can also improve and develop students’ understanding in solving problems. In order for these objectives to be achieved and the quality of learning to increase, the writing of a combination of Inside-Outside Circle Learning Method and Task and Forced Learning Strategies was conducted. The Inside-Outside Circle Learning Method is learning with a system of small circles and large circles in which students share information at the same time with different pairs briefly and regularly. While the Task and Forced Learning Strategy is alearning strategy that emphasizes the discipline and self-awareness of students with the assignment of tasks that force students to finish on time. As for this strategy combined, it is expected to overcome and cover the lack of the Inside-Outside Circle Learning Method. The result of the discussion show that the combination of Inside-Outside Circle Learning Method and Task and Forced Learning Strategies has a major influence on improving student understanding in completing tasks, making student learning outcomes better, students becoming more disciplined and more active in learning, and students accustomed to preparing self by learning before starting teaching and learning activities. Therefore, this combination is very necessary in the learning process and can be applied to improve the quality of learning in schools.

scholarly journals Improving graduate outcomes

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ugochukwu Chinonso Okolie ◽  
Elisha Nwonu Elom ◽  
Paul Agu Igwe ◽  
Michael Olayinka Binuomote ◽  
Chinyere Augusta Nwajiuba ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Real Life ◽  
Theory And Practice ◽  
Semistructured Interview ◽  
Content Type ◽  
Postgraduate Students ◽  
Effective Implementation ◽  
Life Problems ◽  
Starting Point

PurposeThis study explores how the implementation of problem-based learning (PBL) in technical and vocational education training (TVET) systems of Nigerian higher education (HE) can enhance quality graduate outcomes. The study also explores the issues and challenges of PBL implementation in the TVET system of Nigerian HE.Design/methodology/approachThis study follows the assumptions of qualitative research. The authors interviewed 55 participants and had a focus group with 7 TVET postgraduate students. The 55 interviewees were drawn from TVET teachers (n = 33; 24 males and 9 females), Directors at National Board for Technical Education (n = 4; 3 males and 1 female), Directors of National Directorate of Employment (n = 5; 3 males and 2 females), Directors at the Federal Ministry of Education (n = 3 males), and industry executives (n = 10; 7 males and 3 females). Data were collected through a semistructured interview approach, transcribed and coded using NVivo 12 plus and analyzed through thematic analysis.FindingsThe results show that PBL in the Nigerian TVET system has positive implications for quality TVET graduate outcomes in that it can enable integrating theory and practice, motivate learning, improve students' self-efficacy, allow students to construct learning on their own, enhance graduate competencies and graduate employability. It also revealed six perceived possible major challenges to effective implementation of PBL in the Nigerian TVET system, which includes inadequacy of teaching and learning facilities; corruption in Nigerian education sector; recruitment of unqualified incompetent TVET teachers; difficulties in identifying real-life problems, among others. Participants offered benchmarks and actions and standards for improving the identified challenges, which formed a framework for coping with issues, challenges, and barriers to effective implementation of PBL in the TVET system of Nigerian HE (Table 1).Originality/valueThe results of this study are original and serve as an advocacy for Nigerian HE authorities to explore how PBL can be implemented in the TVET system to improve graduate outcomes. The study serves as a starting point for more research in the domain of improving the quality of TVET programs in Nigerian HE. Industry leaders and policymakers in Nigeria and other developing countries could use the findings from this study to increase HE and industry participation and partnership for quality of TVET program.

scholarly journals IMPROVING STUDENTS' MATHEMATICAL UNDERSTANDING AND PROBLEM SOLVING SKILLS AND THEIR LEARNING INTERESTS IN MTS THROUGH CONTEXTUAL TEACHING AND LEARNING LEARNING (CTL)

2018 ◽  
Vol 1 (2) ◽  
pp. 130
Author(s):  
Rina Yustinawati ◽  
Jozua Sabandar
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
Mathematical Understanding ◽  
Problem Solving Skills ◽  
Parametric Statistics ◽  
Contextual Teaching ◽  
Learning Mathematic ◽  
Quasi Experiment Study

This article is derived from the results of research entitled "Improving Students' Mathematical Understanding and Problem Solving Skills and Their Learning Interests in MTs through Contextual Teaching and Learning Learning (CTL)" which aims to see not only the influence of Contextual Teaching and Learning (CTL) in increasing students' mathematical understanding and problems solving skills, but also to see their interests in learning mathematic as well. This research is a quasi-experiment study. The population in this study is all students of MTs Cianjur district. The sample in this research are 36 students of class VII A as experiment class and 36 students of class VII B as control class. The data in this study was analyzed using parametric and non parametric statistics. The results of this study indicate that students' mathematical understanding and problem solving skills, as well as their learning interests when using the approach of Contextual Teaching and Learning Learning (CTL), is better than the students using conventional learning. There is an association between the quality of students' mathematical understanding skill and their mathematical problem solving skill with high enough criteria. There is an association between the quality of students' understanding and their interest in learning mathematic with high criteria. There is an association between students' problem-solving skill and learning interests with fairly high criteria.

scholarly journals Developing English for Food and Beverage Service Course Materioals for D3 Perhotelan, Universitas Pendidikan Ganesha

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Liantara Riasa
Keyword(s):  
Teaching And Learning ◽  
English For Specific Purposes ◽  
Product Knowledge ◽  
Course Materials ◽  
The Third ◽  
Class A ◽  
Food And Beverage ◽  
Problem Data ◽  
And Task

This study aimed at developing English for food and beverage service (ESP3) course materials for the third semester students of DIII Perhotelan at Universitas Pendidikan Ganesha. This study was designed in the form of research and development (R&D) by Sugiyono (2010) design which has several stages to be implemented namely potency and problem, data collection, product design, design validation, design revision, product trying out, product revision. The materials needed were identified based on observation, questionnaire, interview, and document analysis. The focus of the analysis was on the students’ target needs. Some students of class A were the sample in this study which were chosen by using purposive sampling. The study found the profile of materials needed by the students and there were ten topics needed namely greeting and introduction, application letter, food and beverage department, product knowledge, menu knowledge, kitchen knowledge, welcoming and taking order, handling reservation, clearing table and presenting bill, and handling complaint. The topics were developed into materials unit and each unit was divided into input, content focus, language focus, and task as suggested by Hutchinson and Waters (1987) in their theory of English for Specific purposes (ESP) design material. Formula of scale values in evaluating the appropriateness of the materials proposed by Cadiasa’s (2010) was used to know the quality of the developed materials. The result showed that the quality of the developed materials in the form of textbook was good. Thus, the material was good to be used as teaching and learning materials for the third semester students of DIII Perhotelan at Universitas Pendidikan Ganesha.

scholarly journals Assessing Statistical Literacy Level of Postgraduate Education Research Students in Malaysian Research Universities

2021 ◽  
Vol 12 (5) ◽  
pp. 1318-1324
Author(s):  
Ibnatul Jalilah Yusof, Et. al.
Keyword(s):  
Teaching And Learning ◽  
Postgraduate Education ◽  
Statistical Literacy ◽  
Postgraduate Students ◽  
Research Literacy ◽  
Research Findings ◽  
Literacy Level ◽  
Postgraduate Research ◽  
Research Students

Statistical literacy is an essential component of research literacy demanded for the research students to master as they are required to read, comprehend, and evaluate research articles. Misinterpretations of data and research findings are among the unfavorable results in the lack of research literacy. Consequently, it will affect the quality of their research and eventually leads to ripple impact on other researchers. However, this study is still under researched especially among postgraduate research students. Therefore, this paper examined statistical literacy level among postgraduate research students. This study was a survey conducted with a sample of 236 education postgraduate research students by using a set of statistical literacy items. The data were analysed using Rasch Analysis approach which includes item and person measures. Findings suggested that postgraduate students‘ statistical literacy level is at Moderate Low level. The findings also revealed that the hardest items to be answered by the students are related to hypothesis testing (significant value). In order for students to improve their statistical literacy, this study suggested that the instructors and institutions to reexamine and to explore new methods of teaching and learning statistics.

Doing Homework - a Routine or a Fun Activity?

2021 ◽  
Author(s):  
Madona Nikolaishvili
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Family Members ◽  
Individual Characteristics ◽  
Problem Solving Skills ◽  
Quality Of Teaching ◽  
The Individual ◽  
Traditional Homework

The article discusses the role of homework as one of the important components of assessing student achievement in the process of monitoring the quality of teaching and learning, because it is the quality of homework that provides important information about the individual progress of the student. Emphasis is placed on the importance of homework for the student to develop comprehension of learning materials and problem-solving skills independently.Based on the results of the research, the difficulties that accompany homework are analyzed. The role and responsibility of the teacher is defined to determine and take into account the optimal volume and complexity of homework, which is extremely important for achieving the main goals of learning and upbringing.The author focuses on the questions: What factors influence this process? What individual characteristics can students have? In what environment do they have to do their homework? How much volume and difficulty should homework be given so that the student does not lose interest and belief in their own strengths? Should a parent intervene in the homework process or not? Analysis of the data shows that only a small proportion of students have the opportunity to isolate themselves from family members during their studies. Most do not have a suitable work space to do their homework, study in a common room, with the TV on and talking to family members, or in the kitchen.The author believes that it is advisable to plan and implement interventions to help both students and parents. Finally, some examples of „non-traditional“ homework are suggested, as well as interventions to help parents.

scholarly journals Feedback of 5th-Year Pharmacy Students About Objective Structured Practical Examination (OSPE) After the Pharmaceutical Care Course in Poland.

2021 ◽  
Author(s):  
Justyna Dymek ◽  
Tomasz Mateusz Kowalski ◽  
Agnieszka Skowron ◽  
Michal Nowakowski ◽  
Anna Golda
Keyword(s):  
Pharmacy Students ◽  
Simulated Patients ◽  
Practical Skills ◽  
Self Assessment ◽  
Study Program ◽  
Reliable Tool ◽  
Practical Examination ◽  
New Form ◽  
First Time ◽  
Academic Year

Abstract Background An important part of the pharmaceutical study program is a thorough assessment of students' practical skills. The new form of assessing skills in pharmacy teaching is the Objective Structured Practical Examination (OSPE). Methods The study was conducted in the winter semesters in the academic years 2018–2019 and 2019–2020. The study was attended by students of the 5th -year of pharmacy who first time taking the OSPE. After the exam, students filled in an anonymous questionnaire about their general approach to OSPE. They assessed each station and the self-assessment. The results were analyzed by performing statistical analyses and compared between years. Results A total of 183 5th -year pharmacy students participated in the study, including 108 students in the 2018–2019 academic year and 75 students in the 2019–2020 academic year. Pharmacy students rated OSPE as a reliable tool for assessing their practical skills. Half of the students had a positive attitude towards OSPE, but the vast majority stated that OSPE was stressful for them. Over 70% of students assessed that stations with simulated patients create real situations in pharmacy. Students found that OSPE is a better form of the exam than the written exam. Conclusion Pharmacy students rated the OSPE exam as a reliable tool for assessing their practical skills. The results of the survey indicate that the students accepted the new form of the examination. As well, they evaluated the OSPEs well in terms of testing their skills.

Communication Sciences and Disorders PhD Graduates' Perceptions of Their PhD Program

2020 ◽  
Vol 5 (2) ◽  
pp. 463-478
Author(s):  
Elizabeth Crais ◽  
Melody Harrison Savage
Keyword(s):  
Detailed Examination ◽  
Career Expectations ◽  
Doctoral Preparation ◽  
Creative Solutions ◽  
Phd Education ◽  
Doctor Of Philosophy ◽  
First Time ◽  
Students Success ◽  
Phd Program

Purpose The shortage of doctor of philosophy (PhD)–level applicants to fill academic and research positions in communication sciences and disorders (CSD) programs calls for a detailed examination of current CSD PhD educational practices and the generation of creative solutions. The intended purposes of the article are to encourage CSD faculty to examine their own PhD program practices and consider the perspectives of recent CSD PhD graduates in determining the need for possible modifications. Method The article describes the results of a survey of 240 CSD PhD graduates and their perceptions of the challenges and facilitators to completing a PhD degree; the quality of their preparation in research, teaching, and job readiness; and ways to improve PhD education. Results Two primary themes emerged from the data highlighting the need for “matchmaking.” The first time point of needed matchmaking is prior to entry among students, mentors, and expectations as well as between aspects of the program that can lead to students' success and graduation. The second important matchmaking need is between the actual PhD preparation and the realities of the graduates' career expectations, and those placed on graduates by their employers. Conclusions Within both themes, graduate's perspectives and suggestions to help guide future doctoral preparation are highlighted. The graduates' recommendations could be used by CSD PhD program faculty to enhance the quality of their program and the likelihood of student success and completion. Supplemental Material https://doi.org/10.23641/asha.11991480

PENERAPAN iLEARNING SURVEY (iSur) DALAM MENINGKATKAN KUALITAS SISTEM INFORMASI SELAMA PROSES PEMBELAJARAN DI PERGURUAN TINGGI RAHARJA

CCIT Journal ◽  
2014 ◽  
Vol 7 (3) ◽  
pp. 335-354
Author(s):  
Untung Rahardja ◽  
Muhamad Yusup ◽  
Ana Nurmaliana
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Online Survey ◽  
The Other ◽  
Learning Activities ◽  
Faculty Performance ◽  
Satisfaction Measurement ◽  
Valid Information

The accuracy and reliability is the quality of the information. The more accurate and reliable, the more information it’s good quality. Similarly, a survey, the better the survey, the more accurate the information provided. Implementation of student satisfaction measurement to the process of teaching and learning activities on the quality of the implementation of important lectures in order to get feedback on the assessed variables and for future repair. Likewise in Higher Education Prog has undertaken the process of measuring student satisfaction through a distributed questioner finally disemester each class lecture. However, the deployment process questioner is identified there are 7 (seven) problems. However, the problem can be resolved by the 3 (three) ways of solving problems one of which is a system of iLearning Survey (Isur), that is by providing an online survey to students that can be accessed anywhere and anytime. In the implementation shown a prototype of Isur itself. It can be concluded that the contribution Isur system can maximize the decision taken by the Higher Education Prog. By using this Isur system with questions and evaluation forms are submitted and given to the students and the other colleges. To assess the extent to which the campus has grown and how faculty performance in teaching students class, and can be used as a media Isur valid information for an assessment of activities throughout college.

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