Teaching–Learning Experience Regarding Skill in Using Inhalers: Medical Students Teaching Nursing Students

2017 ◽  
Vol 56 (2) ◽  
pp. 120-122
Author(s):  
Catherine G. Ireland ◽  
Ellen M. Pigott ◽  
Elizabeth A. Tolley ◽  
Timothy H. Self
Keyword(s):  
Medical Students ◽  
Nursing Students ◽  
Learning Experience ◽  
Teaching Learning

scholarly journals A comparative study on perceptions of medical students from the different curriculum on team-based learning

2021 ◽  
Vol 0 ◽  
pp. 1-6
Author(s):  
Vijayalakshmi S. Bhojaraja ◽  
B. K. Manjunatha Goud ◽  
Joan Kumar ◽  
Anand Srinivasan ◽  
Jeevan K. Shetty
Keyword(s):  
Deep Learning ◽  
Medical Students ◽  
Integrated Curriculum ◽  
Positive Impact ◽  
Learning Experience ◽  
Traditional Curriculum ◽  
Cross Sectional ◽  
Problem Solving Skills ◽  
Team Based Learning ◽  
Teaching Learning

Objectives: Our medical school followed the traditional curriculum earlier, and due to a large amount of content embedded in each discipline, which had less scope for active and deep learning. To overcome this, we adopted an integrated curriculum and introduced a few active teaching/learning (T/L) methodologies, which promote deep learning and problem-solving skills. One such T/L methodology we introduced was team-based learning (TBL). Before implementing this active T/L methodology in the integrated curriculum, we evaluated the effectiveness of TBL in medical students from the traditional curriculum and aimed to determine students’ perceptions. Furthermore, we aimed to explore the perception of TBL in students who underwent integrated curriculum to evaluate the difference in their perception compared to the traditional curriculum. Materials and Methods: This cross-sectional study was conducted in RAK Medical and Health Sciences University on the 1st year medical students from the traditional and integrated curriculum. Institutional ethical committee clearance and informed consent were obtained before starting the study. A pre-validated 5-item survey questionnaire comprising questions related to the content, process, and teamwork was used to obtain perceptions of students’ on TBL. Results: The students positively perceived the teaching-learning experience using TBL and understood the concepts better. Even the students with integrated curriculum had the same positive impact on their learning attitudes. The majority of students in both cohorts agreed that discussion among their teams helped them to learn better. Around two-thirds (66%) of students from the traditional curriculum and one-third (39%) of students from integrated curriculum wanted TBLs as T/L methodology over didactic lectures. Conclusion: TBL helped to learn better and understand the subject and promoted self and peer engagement, which facilitated their learning by clarifying the doubts with peers. Due to this positive TBL experience, most students from both curriculums recommended its use as a T/L method over lecture. Hence, TBL sessions in medical schools can be used as an effective T/L method to facilitate meaningful learning.

scholarly journals Using an “Escape Room” toolbox approach to enhance pharmacology education

2017 ◽  
Vol 8 (4) ◽  
pp. 89 ◽  
Author(s):  
Melinda Hermanns ◽  
Belinda Deal ◽  
Ann M. Campbell ◽  
Shawn Hillhouse ◽  
J. Brian Opella ◽  
...  
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Qualitative Method ◽  
Learning Experience ◽  
Classroom Setting ◽  
Student Responses ◽  
First Semester ◽  
Cardiovascular Medications ◽  
Nursing Literature ◽  
Teaching Learning

Background: Faculty are encouraged to use a variety of teaching/learning strategies to engage nursing students. While simulation and games are now common, there were no reports in the nursing literature using an “escape room” concept. Escape rooms use an entertainment approach as teams engage in critical thinking to solve puzzles and find clues to escape a room. In the classroom setting, this concept is modified to solve a mystery by finding various objects through a series of puzzles to locate clues. Some of these games involve finding numerical clues to open locks on a box, such as a toolbox. The purpose of this study was to describe the use of a toolbox gaming strategy based on an escape room concept to help students learn about cardiovascular medications in a pharmacology course.Methods: This pilot study employed a descriptive qualitative method to investigate an approach to pharmacology education. The sample consisted of first semester nursing students.Results: Student responses to criteria-based questions resulted in three themes: engaging, teamwork, and frustration, related to using a toolbox scenario strategy as a pathway to learning.Conclusions: This descriptive study yielded mixed results from the students who were frustrated by time constraints but engaged in the learning experience. Lessons are offered for future improvements.

Bringing Theory to Life: Engaging Nursing Students in a Collaborative Population-Based Screening Project

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Elsa Arbuthnot ◽  
Patti A Hansen-Ketchum ◽  
Heather Jewers ◽  
Jane Moseley ◽  
Christopher Wilson
Keyword(s):  
Nursing Students ◽  
Population Health ◽  
Teaching And Learning ◽  
Cancer Education ◽  
Learning Experience ◽  
Local Area ◽  
Population Based ◽  
Bowel Cancer ◽  
Screening Programs ◽  
Teaching Learning

A collaborative population-based project for bowel cancer prevention provided an ideal opportunity to involve nursing students in applying theory to practice. In this article, described is how the engagement of students and subsequent application of a population health template contributed to a community-based bowel cancer education and screening campaign. The campaign was a valuable teaching-learning experience for students and contributed to the goal of reducing and reporting on the number of bowel cancer deaths in the local area. Project evaluation data provide insight into student learning outcomes and reveal ways to strengthen the population health initiative for future years. Originally, a scholarly pursuit of discovery and application developed in response to growing rates of bowel cancer and advances in effective screening programs, the project has evolved into the domain of teaching and learning. This evolution has benefited students, project organizers and community members.

scholarly journals Engaging Millennial Students through Flipped Classroom: Perspectives from Faculty, Undergraduate Medical and Nursing Students

2021 ◽  
Author(s):  
Amber Shamim Sultan ◽  
Rahila Ali ◽  
Nida Zahid ◽  
Rozmeen Akbar ◽  
Mehdia Nadeem Rajab Ali ◽  
...  
Keyword(s):  
Medical Students ◽  
Nursing Students ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Discussion Board ◽  
Theoretical Knowledge ◽  
Student Centered ◽  
Student Centered Learning ◽  
Millennial Students ◽  
Face To Face

Abstract Background: The ‘flipped classroom’ is a teaching pedagogy where students are actively involved in the learning process. It reduces passivity, enables students to become active learners through reasoning and concept application, and facilitates student interaction with their peers and instructors. This instructional approach enhances retention and decreases distraction by engaging students.The purpose of this study was to train the faculty of the medical college and school of nursing in adapting flipped classrooms (FCR) as a strategy and to facilitate them in conducting sessions for their learners. Methods: This study was conducted from July 2019 to September 2020. Three training workshops were conducted for faculty participants. The workshop was designed in a flipped style format in which pre-reading material was shared in advance with the workshop participants. A discussion board was created on Pad-let to engage workshop participants prior to the face-to-face (F2F) session. Kahoot was used to assess prior knowledge at the beginning of the F2F session. A video on flipped classroom was uploaded along with a few questions in between to check their basic understanding of the topic. Workshops’ participants conducted sessions for medical and nursing students and participated in focus group discussions (FGD) to share their experiences. Students’ perspectives were also obtained after their FCR session through a structured questionnaire.Results: Both medical and nursing students found FCR format stimulating. A significantly higher proportion of medical students (73%) found the FCR more engaging and interesting than a traditional lecture as compared to nursing students (59%) (p= 0.009). Similarly, 73 % of medical students believed the learning objectives of both the non-face-to-face (NF2F) and face-to-face (F2F) sessions were shared with them as compared to the 62% of nursing students who believed the same (p=0.002). A significantly higher proportion of medical (76%) versus nursing (61%) students found the FCR format more useful for application of their theoretical knowledge into clinical practice (p=0.030).Conclusion: Students found the flipped classroom (FCR) more engaging and interesting in terms of applying theoretical knowledge into practice. It is recommended to conduct more FCR sessions for an interactive and student-centered learning experience.

Role and Importance of Schemas in Pedagogy and Learning: A Cognitive Approach

2019 ◽  
Vol 1 (1) ◽  
pp. 45-60
Author(s):  
Naveed Akram Ansari
Keyword(s):  
Educational Psychology ◽  
Learning Experience ◽  
Vital Role ◽  
Constructivist Approach ◽  
Educational Strategies ◽  
Cognitive Approach ◽  
Educational Plan ◽  
Class Room ◽  
Teaching Learning ◽  
Forms Of Knowledge

Educational strategies are designed to cope with and fulfill the multifarious pedagogical and educational needs of teachers and learners. Moreover, no educational plan can possibly yield the required results without incorporating suitable instructive strategies. This research paper advocates the role and importance of schemas in learning new forms of knowledge and data in the perspective of class room teaching-learning. Cognitive approach is adopted to understand how students learn new forms of knowledge and experiences through different mental processes, quite unlike that of behaviorism. The concept of schema helps us understand how learners can link new pieces of information to the already existing knowledge in their minds. The notion of ‘Constructivist Approach’ has been extracted from the field of educational psychology for triangulation. Extracts are taken from the textbooks of English used in matriculation and intermediate through purposive sampling. Their analysis shows that schemas can play a vital role in enhancing the learning experience and making new forms of knowledge a permanent part of the memory of students which is the ultimate goal of education.

Effect of Digital Pedagogy in Ierventions in Rural Areas

2021 ◽  
pp. 227-240
Author(s):  
Sona Ahuja ◽  
Diksha Yadav
Keyword(s):  
Academic Achievement ◽  
Rural Areas ◽  
Online Teaching ◽  
Tamil Nadu ◽  
Learning Experience ◽  
Learning System ◽  
School Students ◽  
Digital Pedagogy ◽  
Set Up ◽  
Teaching Learning

The present study provides a description of the model of interactive digital pedagogy for remote areas and its impact on pedagogical satisfaction and academic achievement of students. This pedagogical intervention was designed to enrich and supplement the teaching-learning experience in remote and underprivileged schools through the use of technology. An interactive online teaching-learning system was set-up using a digital pedagogy. 150 school students and 80 prospective teachers from three higher secondary schools of Madhya Pradesh and Tamil Nadu participated in the study. Pedagogical satisfaction and academic achievement of the school students who studied in this set-up were examined. The results revealed that active learning, technological competence and learner autonomy were enhanced in an online environment when compared to an offline environment.

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