scholarly journals Design, Implementation, and Evaluation of a Distance Learning Framework to Adapt to the Changing Landscape of Anatomy Instruction in Medical Education During COVID-19 Pandemic: A Proof-of-Concept Study

2021 ◽  
Vol 9 ◽  
Author(s):  
Nerissa Naidoo ◽  
Aida J. Azar ◽  
Amar Hassan Khamis ◽  
Mandana Gholami ◽  
Marjam Lindsbro ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Descriptive Analysis ◽  
Nominal Group Technique ◽  
Nominal Group ◽  
Learning Theories ◽  
Student Autonomy ◽  
Theory Of Practice ◽  
Anatomy Teaching

This study presents the design of a DL-framework to deliver anatomy teaching that provides a microfiche of the onsite anatomy learning experience during the mandated COVID-19 lockdown. First, using nominal-group technique, we identified the DL learning theories to be employed in blueprinting the DL-framework. Effectiveness of the designed DL-framework in anatomy teaching was demonstrated using the exemplar of the Head and Neck (H&N) course during COVID-19 lockdown, in the pre-clerkship curriculum at our medical school. The dissemination of the DL-framework in the anatomy course was informed by the Analyse, Design, Develop, Implement, and Evaluate (ADDIE) model. The efficiency of the DL-framework was evaluated using the first two levels of Kirkpatrick's model. Versatility of the DL-framework was demonstrated by aligning its precepts with individual domains of key learning outcomes framework. The framework's blueprint was designed amalgamating principles of: Garrison's community inquiry, Siemens' connectivism and Harasim's online-collaborative-learning; and improved using Anderson's DL-model. Following the implementation of the DL-framework in the H&N course informed by ADDIE, the framework's efficiency was evaluated. In total, 70% students responded to the survey assessing perception toward DL (Kirkpatrick's Level: 1). Descriptive analysis of the survey results showed that the DL-framework was positively received by students and attested that students had an enriched learning experience, which promoted collaborative-learning and student-autonomy. For, Kirkpatrick's Level: 2 i.e., cognitive development, we compared the summative assessment performance in the H&N course across three cohort of students. The results show that the scores of the cohort, which experienced the course entirely through DL modality was statistically higher (P < 0.01) than both the other cohorts, indicating that shift to DL did not have an adverse effect on students' learning. Using Bourdieu's Theory of Practice, we showed that the DL-framework is an efficient pedagogical approach, pertinent for medical schools to adopt; and is versatile as it attests to the key domains of students' learning outcomes in the different learning outcomes framework. To our knowledge this is the first-study of its kind where a rationale and theory-guided approach has been availed not only to blueprint a DL framework, but also to implement it in the MBBS curriculum.

scholarly journals Creating a ‘simulacrum’ of in-class learning environment employing distance learning modality during the COVID-19 pandemia: Quod Erat Demonstrandum

2020 ◽  
Author(s):  
Aida Azar ◽  
Amar Hassan Khamis ◽  
Nerissa Naidoo ◽  
Marjam Lindsbro ◽  
Suneetha Gonuguntla ◽  
...  
Keyword(s):  
Distance Learning ◽  
Cognitive Development ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Learning Experience ◽  
Medical Schools ◽  
Course Delivery ◽  
Design Strategies ◽  
Student Autonomy ◽  
Theory Of Practice

Abstract Background The COVID-19 pandemic has forced medical schools to suspend on-campus live-sessions and shift to distance-learning (DL). This precipitous shift presented medical educators with a challenge, “to create a ‘simulacrum’ of the learning environment that students experience in classroom, in DL”. Aim We define a DL framework that provides a ‘simulacrum’ of classroom experience and can be effectively employed for course delivery in a competency-based curriculum during unprecedented times. Methodology The framework’s blueprint was designed amalgamating principles of: Garrison’s community inquiry, Siemens’ connectivism and Harasim’s online collaborative-learning; and improved using Anderson’s DL-model. Effectiveness of the designed framework in course delivery was demonstrated using the exemplar of fundamentals in epidemiology and biostatistics (FEB) course in our curriculum during COVID-19 lockdown. Virtual live-sessions integrated in the framework employed a blended-approach informed by instructional-design strategies of Gagne and Peyton. The efficiency of the framework was evaluated using first two levels of Kirkpatrick’s framework i.e. perception and cognitive development. Results Of 60 students, 51 (85%) responded to the survey assessing perception towards DL (Kirkpatrick’s Level:1). The survey-items, validated using exploratory factor analysis, were classified into four categories: computer expertise; DL flexibility; DL usefulness; and DL satisfaction. The overall mean (SD) score of 62.0 (9.0) for the four categories, highlighted respondents’ overall satisfaction with the framework. Scores for specific survey-items attested that students had an enriched learning experience, which promoted collaborative-learning and student-autonomy. For, Kirkpatrick’s Level:2 i.e. cognitive-development, performance in FEB’s summative-assessment of students experiencing DL was compared with students taught using traditional methods. Similar, mean-scores for both groups indicated that shift to DL didn’t have an adverse effect on students’ learning. Conclusion QED, we have demonstrated that the framework is an efficient pedagogical approach, pertinent for medical schools to adopt (elaborated using Bourdieu’s Theory of Practice) to address students’ learning trajectories during unprecedented times.

scholarly journals Design, Implementation and Evaluation of a Distance Learning Framework to Expedite Medical Education during COVID-19 pandemic: A Proof-of-Concept Study

2021 ◽  
Vol 8 ◽  
pp. 238212052110003
Author(s):  
Aida J Azar ◽  
Amar Hassan Khamis ◽  
Nerissa Naidoo ◽  
Marjam Lindsbro ◽  
Juliana Helena Boukhaled ◽  
...  
Keyword(s):  
Distance Learning ◽  
Cognitive Development ◽  
Collaborative Learning ◽  
Medical Schools ◽  
Design Strategies ◽  
Student Autonomy ◽  
Learning Framework ◽  
Theory Of Practice ◽  
Competency Based ◽  
Medical Educators

Background: The COVID-19 pandemic has forced medical schools to suspend on-campus live-sessions and shift to distance-learning (DL). This precipitous shift presented medical educators with a challenge, ‘to create a “ simulacrum” of the learning environment that students experience in classroom, in DL’. This requires the design of an adaptable and versatile DL-framework bearing in mind the theoretical underpinnings associated with DL. Additionally, effectiveness of such a DL-framework in content-delivery followed by its evaluation at the user-level, and in cognitive development needs to be pursued such that medical educators can be convinced to effectively adopt the framework in a competency-based medical programme. Main: In this study, we define a DL-framework that provides a ‘ simulacrum’ of classroom experience. The framework’s blueprint was designed amalgamating principles of: Garrison’s community inquiry, Siemens’ connectivism and Harasim’s online-collaborative-learning; and improved using Anderson’s DL-model. Effectiveness of the DL-framework in course delivery was demonstrated using the exemplar of fundamentals in epidemiology and biostatistics (FEB) course during COVID-19 lockdown. Virtual live-sessions integrated in the framework employed a blended-approach informed by instructional-design strategies of Gagne and Peyton. The efficiency of the framework was evaluated using first 2 levels of Kirkpatrick’s framework. Of 60 students, 51 (85%) responded to the survey assessing perception towards DL (Kirkpatrick’s Level 1). The survey-items, validated using exploratory factor analysis, were classified into 4-categories: computer expertise; DL-flexibility; DL-usefulness; and DL-satisfaction. The overall perception for the 4 categories, highlighted respondents’ overall satisfaction with the framework. Scores for specific survey-items attested that the framework promoted collaborative-learning and student-autonomy. For, Kirkpatrick’s Level 2 that is, cognitive-development, performance in FEB’s summative-assessment of students experiencing DL was compared with students taught using traditional methods. Similar, mean-scores for both groups indicated that shift to DL didn’t have an adverse effect on students’ learning. Conclusion: In conclusion, we present here the design, implementation and evaluation of a DL-framework, which is an efficient pedagogical approach, pertinent for medical schools to adopt (elaborated using Bourdieu’s Theory of Practice) to address students’ learning trajectories during unprecedented times such as that during the COVID-19 pandemia.

scholarly journals Interprofessional Learning in Practice: The Student Experience

2007 ◽  
Vol 70 (8) ◽  
pp. 358-361 ◽  
Author(s):  
Alice Mackenzie ◽  
Christine Craik ◽  
Stephanie Tempest ◽  
Kevin Cordingley ◽  
Ian Buckingham ◽  
...  
Keyword(s):  
Older People ◽  
Undergraduate Education ◽  
Interpersonal Skills ◽  
Learning Experience ◽  
Nominal Group Technique ◽  
Nominal Group ◽  
Interprofessional Learning ◽  
Team Members ◽  
Occupational Therapy Students ◽  
Interprofessional Training

Interprofessional learning and the development of teamworking skills are recognised as essential for patient care and are also a government priority for undergraduate education. Sixteen occupational therapy students worked on an interprofessional training ward as part of their practice placement and three of them participated in an evaluation using the nominal group technique. Despite this small number, the evaluation identifies the value of this learning experience in giving the students an opportunity to appreciate the importance of interpersonal skills; to learn about other team members' roles; and to experience the challenges of working on a busy rehabilitation ward for older people.

Penerapan Model Pembelajaran Kolaboratif Untuk Peningkatan Hasil Belajar Muatan Pelajaran PPKn Dan Sikap Sosial Siswa Kelas II SD Negeri 1 Tumbu

2021 ◽  
Vol 4 (3) ◽  
pp. 564-579
Author(s):  
Ni Ketut Sukadi
Keyword(s):  
Data Analysis ◽  
Collaborative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Descriptive Analysis ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Social Attitudes ◽  
Second Grade ◽  
Second Grade Students

This study aims to improve learning outcomes and social attitudes of second grade students in the odd semester of the 2017/2018 academic year through the application of a collaborative learning model in the content of Civics lessons. This research was conducted in two learning cycles. The learning model used in this study is a collaborative learning model. The object of research is social attitudes and student learning outcomes. To measure students' social attitudes, observational guidelines were used. To measure student learning outcomes used test learning outcomes. The data analysis used in this research is descriptive analysis. The results of data analysis showed that: 1) The application of the collaborative learning model can improve the learning outcomes of class II SD Negeri 1 Tumbu. There was an increase in student learning outcomes of Civics from the first cycle of 73.91 to the second cycle of 86.96 this indicates an increase in learning outcomes of Civics learning content of 17.65%. 2) The application of the collaborative learning model can improve the social attitudes of the second grade students of SD Negeri 1 Tumbu. The average value of students' social attitudes increased from 66.09 in the first cycle with the medium category to 80.96 in the second cycle with the high category. This indicates an increase in students' social attitudes by 22.50%. Learning outcomes in learning will be better if before carrying out the learning process prepare the required learning tools carefully and planned in advance in order to achieve the desired learning objectives.

scholarly journals The IMPLEMENTATION OF LITERACY TREE PROGRAM THROUGH DICE ROLLING METHOD AND COLLABORATIVE LEARNING TO ENHANCE STUDENTS’ LITERACY COMPETENCE AT MIN I KOTA TASIKMALAYA (ENHANCING STUDENTS’ LITERACY COMPETENCE)

Dialog ◽  
2020 ◽  
Vol 43 (1) ◽  
pp. 89-98
Author(s):  
Heni Purwitri
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Literacy Learning ◽  
Learning Activities ◽  
Main Role ◽  
Story Reading ◽  
Qualitative Descriptive ◽  
Rolling Method ◽  
Teaching Learning

Penelitian ini bertujuan untuk meningkatkan kemampuan literasi peserta didik dengan membuat program pohon literasi kelas dan menumbuhkan sikap disiplin, bertanggungjawab, kerja keras dan kerjasama dengan menerapkan metode lempar dadu dan pembelajaran kolaborasi. Dalam hal ini peneliti melakukan pendalaman pembelajaran literasi dalam materi tematik tentang membaca cerita, dimana siswa akan aktif belajar dan menjadi peran utama dalam proses pembelajaran. Selanjutnya siswa membuat resume singkat dari cerita yang mereka baca menggunakan media pohon literasi. Metode yang digunakan peneliti adalah penelitian tindakan kelas (PTK) dengan kualitatif deskriptif yaitu memberikan soal yang berkaitan dengan cerita melalui dua siklus pembelajaran. Dari penelitian yang dilakukan diperoleh hasil bahwa pemahaman siswa semakin meningkat dengan rata-rata nilai siklus pertama yaitu 54,93 dan peningkatan signifikan terjadi pada rata-rata nilai siklus kedua yaitu 82,03. Dari data yang diperoleh tersebut dapat dilihat adanya peningkatan hasil belajar dari dua siklus. Dengan demikian model pembelajaran yang digunakan dalam materi tematik  sangat bermanfaat untuk meningkatkan hasil belajar dan pemahaman siswa agar proses pembelajaran menjadi lebih baik lagi.   This study aims at improving students’ literacy competence by implementing literacy tree program through dice rolling method and collaborative learning, which are expected to promote discipline, responsibility, hard work and teamwork among students. The author went through deep research of literacy learning in thematic lesson related to story reading in which students will be engaged, participate actively, and play the main role during teaching-learning activities. Then afterwards they created short resume of the story using literacy tree media. The method used in this classroom action research (CAR) is qualitative-descriptive, by which the author conducted two learning cycles. The improvement of the average scores was recorded from 54,93 in the first cycle and significantly improved to 82,03 in the second cycle. Regarding the results obtained after two cycles, it is obviously seen the improvement of the average scores as the whole class. Thus, this method used by the author is beneficial to help improve students’ reading comprehension, undergo better learning experience and achieve better learning outcomes.

PENERAPAN STRATEGI INKUIRI BIOLOGIUNTUK MENINGKATKAN HASIL BELAJAR IPA SISWA KELAS IIISD NEGERI 010 SILIKUAN HULU KECAMATAN UKUIKABUPATEN PELALAWAN

2016 ◽  
Vol 5 (2) ◽  
pp. 249
Author(s):  
Sungkem '
Keyword(s):  
Learning Outcomes ◽  
Learning Experience ◽  
Descriptive Analysis ◽  
Science Research ◽  
Class Iii ◽  
Activity Data ◽  
Student Activities ◽  
Analytical Technique ◽  
Average Value ◽  
Teachers And Students

The background of this research problems is the low result of third grade students learn science. It is characterized by the acquisition of an average value of 59.50 Science learning outcomes with students learning completeness percentage of 45%.. Based on this the researchers conducted a classroom action research (PTK) with the aim to improve student learning outcomes through the implementation of strategies IPA biological inquiry. This study was conducted in SD Negeri 010 Silikuan Hulu Kecamatan Ukui. The subjects were students of class III with a number of 15 students with details of nine boys and six girls. The study was conducted by two cycles consisting of 2 meetings and a daily test at the end of each cycle. Data collection techniques in this study is the observation technique teacher and student activities and engineering test, while the analytical technique used is descriptive analysis of activity data and the results of teachers and students learn science. Research suggests that the application of biology inquiry strategies to improve learning outcomes IPA. This is evidenced by: (a) the activities of teachers and students has increased in each cycle, the activities of teachers in the first cycle the first meeting obtained by percentage of 42%, the first cycle of meetings both gained 52%. The first meeting of the second cycle gained 65% and in the second meeting of the second cycle was obtained by 78%. Activities of students in the first cycle the first meeting obtained by percentage of 49%, student activities at the second meeting I silus 61% and the second cycle first meeting obtained by percentage of 68% and the second cycle of the second meeting obtained by percentage of 81%. (B) the results of the students' learning experience at each cycle, before the action is complete learn student by 45% with an average value of 59.50. First cycle increased to 72% with an average value of 64. The second cycle increased to 90% with an average of 68.

scholarly journals ‘The rules of engagement’: What motivates students to improve the quality of their learning experience ?

2017 ◽  
Author(s):  
Rowena Senior ◽  
Paul Bartholomew ◽  
Avita Soor ◽  
Dan Shepperd ◽  
Nicola Bartholomew ◽  
...  
Keyword(s):  
Focus Groups ◽  
Learning Experience ◽  
Nominal Group Technique ◽  
Nominal Group ◽  
Quality Enhancement ◽  
Practice Recommendations ◽  
Future Work ◽  
Quality Learning ◽  
Incoming Students

Studying at university continues to grow in popularity and the modern-day university has expanded considerably to meet this need. Invariably as such expansion occurs pressures arise on a range of quality enhancement processes. This may have serious implications for the continued delivery of high quality learning experiences that meets the expectations of incoming students and is appropriate to their postgraduation aspirations. Ensuring students become active partners in their learning will encourage them to engage with a range of quality enhancement processes. The aim of the current work was, to examine the various factors that motivate students to engage in such a fashion. To examine such factors three focus groups were carried out to triangulate an effective set of recommendations for subsequent practice. The participants consisted of engaged, and non-engaged students as well as student-facing staff who were asked to comment on their experiences as to why students would want to engage as a course representative. Nominal group technique was applied in each case that ensured participants in each group democratically ranked these factors in levels of importance. Three themes emerged that overlapped across all focus groups i.e., a need for individual representation that makes a change, a desire to develop a professional skill set as well as a desire to gain a better understanding of their course of study. A university that aligns its student experience along these themes is likely to facilitate student representation. As is standard practice recommendations for future work are described alongside a discussion of the limitations.

PENERAPAN STRATEGI CONTEXTUAL TEACHING AND LEARNING (CTL)UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VSD NEGERI 010 SILIKUAN HULU KECAMATAN UKUI

2016 ◽  
Vol 5 (2) ◽  
pp. 320
Author(s):  
Siwi Enggar Makarti
Keyword(s):  
Learning Outcomes ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Analytical Techniques ◽  
Research Subjects ◽  
Student Activities ◽  
Student Activity ◽  
Average Value ◽  
Contextual Teaching

The background of this study is the low learning outcomes IPS. It is characterized by the acquisition of the average value of social studies students at 59.10 with the percentage of students learning completeness amounted to 50.00% from 20 students. This research is a classroom action research (PTK) which aims to improve student learning outcomes through the implementation of strategies IPS Contextual Teaching and Learning (CTL). This study was conducted in 010 primary schools Silikuan Ukui Hulu subdistrict, with research subjects fifth grade students with a number of 20 students. This study was conducted by two cycles. The data used in this study are the activities of teachers, student activities, and learning outcomes are collected using the observation technique teacher and student activities and written tests, while the analytical techniques used in this research is descriptive analysis. The study states that the acquisition of the activities of teachers and students and learning outcomes in each cycle has increased. This is supported by: (1) the percentage of activity the teachers in the first cycle of the first meeting by 45%, in the first cycle of meetings II percentage teacher activity by 52%, the percentage of teacher activity in the second cycle of the first meeting by 65%, the percentage of teacher activity in the second cycle meeting II by 75%; (2) the percentage of student activity in the first cycle of the first meeting by 49%, in the first cycle of meetings II percentage of student activity by 60%, the percentage of the activity of students in the second cycle the first meeting by 63%, the percentage of student activity on the second cycle of meeting II by 79% ; (3) learning outcomes in basic score of 59,10.Dan which reached KKM 65 only 10 students or (50%). The first cycle of the average value obtained by the students reached 63.6. Students who achieve KKM there are 13 students or 65 (65%). Cycle II average value obtained students achieve value above 67 means the KKM. Students who reached the last 16 students or (80%).

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