scholarly journals Distribution and academic significance of learning approaches among pre-clinical medical students at Trinity School of Medicine, St Vincent and the Grenadines

2018 ◽  
Vol 15 ◽  
pp. 9
Author(s):  
Keshab Raj Paudel ◽  
Hari Prasad Nepal ◽  
Binu Shrestha ◽  
Raju Panta ◽  
Stephen Toth
Keyword(s):  
Deep Learning ◽  
Medical Students ◽  
Basic Science ◽  
T Test ◽  
Learning Approach ◽  
Learning Approaches ◽  
Surface Approach ◽  
Cronbach Alpha ◽  
School Of Medicine ◽  
Significant Difference

Purpose: Different students may adopt different learning approaches: namely, deep and surface. This study aimed to characterize the learning strategies of medical students at Trinity School of Medicine and to explore potential correlations between deep learning approach and the students’ academic scores. Methods: The study was a questionnaire-based, cross-sectional, observational study. A total of 169 medical students in the basic science years of training were included in the study after giving informed consent. The Biggs’s Revised Two-Factor Study Process Questionnaire in paper form was distributed to subjects from January to November 2017. For statistical analyses, the Student t-test, 1-way analysis of variance followed by the post-hoc t-test, and the Pearson correlation test were used. The Cronbach alpha was used to test the internal consistency of the questionnaire. Results: Of the 169 subjects, 132 (response rate, 78.1%) completely filled out the questionnaires. The Cronbach alpha value for the items on the questionnaire was 0.8. The score for the deep learning approach was 29.4± 4.6, whereas the score for the surface approach was 24.3± 4.2, which was a significant difference (P< 0.05). A positive correlation was found between the deep learning approach and students’ academic performance (r= 0.197, P< 0.05, df= 130). Conclusion: Medical students in the basic science years at Trinity School of Medicine adopted the deep learning approach more than the surface approach. Likewise, students who were more inclined towards the deep learning approach scored significantly higher on academic tests.

Mixed Approaches to Learning in the Flipped Classroom: How Students Approach the Learning Environment

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Margrét Sigrún Sigurðardóttir ◽  
Thamar Melanie Heijstra
Keyword(s):  
Deep Learning ◽  
Active Learning ◽  
Learning Environment ◽  
Learning Process ◽  
Flipped Classroom ◽  
Approaches To Learning ◽  
Male Students ◽  
Learning Approach ◽  
Learning Approaches ◽  
Surface Approach

Flipped teaching is a trend within higher education. Through flipped teaching the learning environment can be altered by moving the lecture out of the classroom through online recordings, while in-classroom sessions focus on active learning and engaging students in their own learning process. In this paper, we used focus groups comprised of male students in a qualitative research course with the aim of understanding the ways in which we might improve active student engagement and motivation within the flipped classroom. The findings indicated that, within the flipped classroom, students mix surface and deep-learning approaches. The online recordings, which students interact with through a surface approach, can function as a stepping stone toward a deep-learning approach to in-class activities, but only if students come to class prepared. The findings therefore suggest that students must be made aware of the importance of preparation prior to flipped classroom in-class activities to ensure the active learning process is successful. By not listening to the recordings (e.g., due to technological failure, as was the case in this study), students can result in only employing a surface approach.

scholarly journals Knowledge, perception and practice of self-medication among premedical and basic science undergraduate medical students

2016 ◽  
Vol 7 (6) ◽  
pp. 63-68 ◽  
Author(s):  
P Ravi Shankar ◽  
Arun K Dubey ◽  
Neelam R Dwivedi ◽  
A Nandy ◽  
B Barton
Keyword(s):  
Medical Students ◽  
Basic Science ◽  
The United States ◽  
Medical Sciences ◽  
Undergraduate Medical Students ◽  
Self Medication ◽  
School Of Medicine ◽  
Significant Difference ◽  
The Mean ◽  
One Year

Aims and Objective: Responsible self-medication is recognized as an important component of self-care. Medical students are in a unique position as they cannot yet legally prescribe medicines but their knowledge about and exposure to medicines increase as they progress through their course. Xavier University School of Medicine in Aruba admits students mainly from the United States, Canada and other countries to the undergraduate medical course. The present study was carried out to study the knowledge, perceptions and practice of self-medication among premedical and undergraduate medical students.Materials and Methods: The study was conducted during June and July 2016 using a questionnaire which had been used previously.  Knowledge and perceptions were studied by noting the respondents’ degree of agreement with asset of 40 statements. The use of selected classes of medicines for self-medication during the preceding one-year period was studied. The knowledge, perception and total scores were calculated and compared among different subgroups of respondents. Age, gender, nationality and semester of study of the respondents were noted.Results: Eighty-five of the 125 students enrolled (69.1%) participated. The mean knowledge, perception and total scores were 73.45, 62.75 and 136.2 (maximum possible scores were 105, 95 and 200 respectively). There was no significant difference in scores among subgroups of respondents. Analgesics, skin ointments, antipyretics and anti-allergics were commonly used for self-medication. Over half the respondents had used some form of self-medication during the preceding year.      Conclusion: The present study provides preliminary information regarding self-medication practices among both premedical and basic science medical students. Further studies on factors influencing and information sources used during self-medication can be conducted. Asian Journal of Medical Sciences Vol.7(5) 2016 63-68

scholarly journals The Effects of Pre-service Teachers’ Cognitive Styles on Learning Approaches

2018 ◽  
Vol 7 (4) ◽  
pp. 285
Author(s):  
Sedat Altıntaş ◽  
İzzet Görgen
Keyword(s):  
Deep Learning ◽  
Academic Success ◽  
Cognitive Style ◽  
Prospective Teachers ◽  
Cognitive Styles ◽  
Learning Approach ◽  
Learning Approaches ◽  
Spring Semester ◽  
Embedded Figures Test ◽  
Significant Difference

The main purpose of the study is to investigate the effects of prospective teachers’ cognitive styles on learning approaches. It is aimed to define whether exist significance differences between defining prospective teachers’ cognitive styles and learning approaches and demographic variables within the scope of the mean purpose. The study, designed according to correlational survey model, was conducted at Mugla Sitki Kocman University, Faculty of Education in the 2014-2015 academic year spring semester. As data collection instruments, “The Group Embedded Figures Test” was administered to define prospective teachers’ cognitive style in the study. On the other hand “The Revised Two Factor Study Process Questionnaire” was used to reveal prospective teachers’ learning approaches. According to the findings, prospective teachers generally have field dependent cognitive style. It is determined that between with prospective teachers’ gender and academic success and cognitive style scores there isn’t any significant difference revealed. However, there is significant difference between branches and cognitive style scores. It has been viewed that prospective teachers prefer deep learning approach generally. There isn’t significant difference between gender and learning approaches yet there is significant difference between learning approaches-branches and academic success. It is also concluded that as prospective teachers’ cognitive styles approaches to field independent, deep learning approach preference of prospective teachers has diminished.

scholarly journals Learning Approaches Among Medical Undergraduates and Pre-Intern Doctors of A Selected University In Sri Lanka

2021 ◽  
Author(s):  
Sajith Edirisinghe ◽  
Dulmini De Silva ◽  
Indunil Liyanage ◽  
Malith Niluka ◽  
Kasuni Madushika ◽  
...  
Keyword(s):  
Deep Learning ◽  
Study Skills ◽  
Medical Curriculum ◽  
Learning Approach ◽  
Learning Approaches ◽  
Strategic Learning ◽  
Strategic Approach ◽  
Significant Difference ◽  
Medical Undergraduates ◽  
The University

Abstract Background Medical education is constantly evolving to suit the changes in the field. It is a challenge to acquire the necessary knowledge, attitudes and skills within a limited time period in order to become a proficient doctor. This study aims to determine and compare the learning approaches (deep, strategic, superficial) used by medical undergraduates and pre-intern doctors. Methods Learning approaches of 138 pre-clinical medical undergraduates and pre-intern doctors of the University of Sri Jayewardenepura were assessed using the Approaches and Study Skills Inventory for Students (ASSIST) questionnaire. Data were analyzed using SPSS v-16 and Brown-Forsythe test. Results The strategic approach was identified as the predominant learning approach among 138 participants. One hundred and eight (108) participants (78.3%) used this method while 21 (15.2%) and 9 (6.5%) participants used the deep approach and the surface apathetic approach, respectively. Majority of both undergraduates [77.6% (83/107)] and pre-interns [80.6% (25/31)] used the strategic approach. This finding was also consistent between the 2 genders with a majority of males [69.6% (32/46)] as well as females [82.6% (76/92)] following the strategic approach. No significant difference in learning approaches was found to be present between undergraduate and pre-intern groups. Conclusions This study demonstrates that a majority of medical undergraduates and pre-intern doctors prefer the strategic learning approach. This implies that the medical curriculum has not adequately promoted the deep learning approach over the five-year period of studentship and this needs to be addressed in a subsequent curriculum change in order to promote a deep learning approach.

scholarly journals PENGARUH PENDEKATAN PEMBELAJARAN KONTEKSTUAL MELALUI KEGIATAN MENCETAK GAMBAR TERHADAP KEMAMPUAN MOTORIK HALUS PADA ANAK KELOMPOK B DI TK WIDYA KUMARA SARI DENPASAR TAHUN AJARAN 2017/2018

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Nazia Halim . ◽  
Dra. Ni Wayan Suniasih,S.Pd, M.Pd . ◽  
Luh Ayu Tirtayani, S.Psi.,M.Psi. .
Keyword(s):  
T Test ◽  
Contextual Learning ◽  
Fine Motor ◽  
Learning Approach ◽  
Learning Approaches ◽  
Motor Ability ◽  
Motor Abilities ◽  
School Year ◽  
Significant Difference ◽  
Group B

ABSTRAK Penelitian ini bertujuan untuk mengetahui pengaruh pendekatan pembelajaran kontekstual melalui kegiatan mencetak gambar terhadap kemampuan motorik halus pada anak kelompok B di Tk Widya Kumara Sari Denpasar tahun ajaran 2017/2018. Penelititian ini merupakan penelitian pra eksperimen one group pretest-posttest design dan pendekatan pembelajaran kontekstual. Populasi dalam penelitian ini adalah kelompok B TK Widya Kumara Sari yang terdiri dari yang berjumlah 28 orang. Sampel diambil dengan teknik sampling jenuh data kemampuan motorik halus diperoleh dengan metode non tes, selanjutnya dianalisis menggunakan rumus uji-t dependent t test. Berdasarkan hasil analisis yang dilakukan dengan menggunakan uji-t diperoleh thitung = 88,9 > ttabel = 2,00, dengan Taraf signifikansi 5% dan db = 27, sehingga H0 ditolak dan Ha diterima, yang berarti terdapat perbedaan yang signifikan terhadap kemampuan motorik halus pada anak kelompok B melalui kegiatan mencetak gambar di Tk Widya Kumara Sari Denpasar Tahun Ajaran 2017/2018. Rerata nilai kemampuan motorik halus anak yang dibelajarkan melalui pendekatan pembelajaran kontekstual pada anak Tk sebagai kelompok posttest adalah 81,26. Dengan demikian, dapat disimpulkan bahwa terdapat pengaruh pendekatan pembelajaran kontekstual melalui kegiatan mencetak gambar terhadap kemampuan motorik halus pada anak kelompok b di tk widya kumara sari denpasar tahun ajaran 2017/2018. Berdasarkan hasil tersebut dapat disarankan kepada guru untuk lebih mengembangkan inovasi dalam menerapkan pendekatan pembelajaran kontekstual melalui kegiatan mencetak gambar. Kata Kunci : Pendekatan Pembelajaran Kontekstual, Kegiatan Mencetak Gambar , Kemampuan Motorik Halus Abstract This research aims to know the influence of contextual learning approach through print pictures fine motor abilities against the children's Group B in kindergarten Widya Kumara Sari Denpasar 2017/2018 school year. Penelititian this is a pre research experiments one group pretest – posttest design and contextual learning approach. The population in this research is the Group B TK Widya Kumara Sari which comprises of 28 people. Samples taken with the technique of sampling data in saturated fine motor ability obtained with methods, the next test is analyzed using t-test formula dependent t test. Based on the results of the analysis done using the t-test is obtained thitung = 88.9 ttabel > = 2.00, with significance Level 5% and db = 27, so that H0 is rejected and accepted Ha, which means there is a significant difference towards the motor ability smooth on Group B activities through print pictures in kindergarten Widya Kumara Sari Denpasar 2017/2018 school year. The average value of fine motor ability of children who dibelajarkan through contextual learning approach in kindergarten as a group posttest is 81.26. Thus, it can be concluded that there is an influence of contextual learning approach through print pictures fine motor abilities against the children's group b in kindergarten widya kumara sari denpasar 2017/2018 school year. Based on those results can be recommended to teachers to better develop innovation in applying a contextual approach to learning through activities of the print image. keyword : Key words: Contextual Learning Approaches, activities to print pictures, fine motor Ability

scholarly journals Students' Approaches to Learning the New B. Ed. Programme in Ghana: Evidence from Colleges of Education within Mampong Municipality

2021 ◽  
pp. 278-288
Author(s):  
Moses Azerimi Azewara ◽  
Emma Poku Agyeman ◽  
Joseph Dawson-Ahmoah ◽  
Aaron Adusei ◽  
Eric Twum-Ampofo
Keyword(s):  
Deep Learning ◽  
Student Teachers ◽  
Learning Strategies ◽  
Education Programme ◽  
Learning Approach ◽  
Colleges Of Education ◽  
Learning Approaches ◽  
Cross Sectional ◽  
Single Sex ◽  
Significant Difference

This paper explores the use of surface and deep learning strategies of students in two Colleges of Education within Mampong Municipality: St. Monica's College (Single-Sex College-Female) and Mampong Technical College (Single-Sex College-Male) who were enrolled to read a Four-Year Bachelor of Education programme. Drawing on Biggs et al.'s Revised Study Questionnaire (2001), the study investigates whether student-teachers adopt a predominantly surface or deep learning approach to their studies for the New B. Ed. programme introduced into the Colleges of Education. From February to April 2021, we employed a quantitative cross-sectional design. A self-administered questionnaire was used to collect data from 332 participants (level 200 and 300) who were enrolled to study the four-year B. Ed. programme which was introduced in 2018. One-way analysis of variance (ANOVA) and t-tests were used to examine participants' age, sex and level of study in correlation with their learning approaches (Deep or Surface). A significant difference in the Deep learning approach was found between males and females in both schools (p = 0.47). However, there was no significant difference between age, level and learning approach. Their responses were analysed using descriptive statistics. Findings suggest that student-teachers appear to adopt deep learning strategies in their studies at Colleges of Education and that this approach to learning was used regardless of the discipline in which they were enrolled.

scholarly journals Are surface and deep learning approaches associated with study patterns and choices among medical students? A cross-sectional study

2018 ◽  
Vol 136 (5) ◽  
pp. 414-420 ◽  
Author(s):  
Álvaro Henrique de Almeida Delgado ◽  
João Paulo Rodrigues Almeida ◽  
Larissa Souza Borowski Mendes ◽  
Isabella Noceli de Oliveira ◽  
Oscarina da Silva Ezequiel ◽  
...  
Keyword(s):  
Deep Learning ◽  
Medical Students ◽  
Cross Sectional Study ◽  
Learning Approaches ◽  
Sectional Study ◽  
Cross Sectional

scholarly journals Learning Approaches, Learning Difficulties and Academic Performance of Undergraduate Students of Physiotherapy

2004 ◽  
Author(s):  
Shreemathi Mayya ◽  
A. Krishna Rao ◽  
Ramnaryana K.
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
English Language ◽  
Learning Difficulties ◽  
Positive Association ◽  
Learning Approach ◽  
Learning Approaches ◽  
Academic Problems ◽  
Significant Positive Association ◽  
Surface Approach

A locally developed ‘Approaches to Learning Inventory (ALI)’ was administered to explore the learning difficulties and learning approaches of undergraduate students of Bachelor of Physiotherapy, College of Allied Health Sciences, Manipal. University examination marks of these students were also collected. Learning approach and learning difficulties were summarized by computing mean, standard deviation and percentage of students experiencing some of the academic and non-academic problems. Spearman’s correlation was computed between standardized scores of examination marks, learning approach and learning difficulty scale scores. Academic performance has shown significant negative correlation with surface approach and various problems of learners like fear of failure and lack of confidence, non-academic distracters and poor English language ability. This study demonstrated significant positive association between surface approach and various problems of the learners. The students have also reported a number of academic and non-academic problems.

Superficial and deep learning approaches among medical students in an interdisciplinary integrated curriculum

2014 ◽  
Vol 27 (1) ◽  
pp. 10 ◽  
Author(s):  
HishamM. Mirghani ◽  
Mutairu Ezimokhai ◽  
Sami Shaban ◽  
HenkJ. M. van Berkel
Keyword(s):  
Deep Learning ◽  
Medical Students ◽  
Integrated Curriculum ◽  
Learning Approaches
Sign in / Sign up

Export Citation Format

Share Document