scholarly journals Student Perceptions to Teaching Undergraduate Anatomy in Health Sciences

2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Ryan S Anderton ◽  
Li Shan Chiu ◽  
Susan Aulfrey
Keyword(s):  
Student Perceptions ◽  
Health Sciences

Students' perceived value of physiology course activities in a Sudanese medical faculty

2012 ◽  
Vol 36 (4) ◽  
pp. 298-301 ◽  
Author(s):  
Lamis Kaddam ◽  
Mustafa Khidir Mustafa Elnimeiri
Keyword(s):  
Student Perceptions ◽  
Perceived Value ◽  
Descriptive Study ◽  
Health Sciences ◽  
Medical Faculty ◽  
Educational Process ◽  
Teacher Involvement ◽  
Academic Activity ◽  
Academic Activities ◽  
Important Activity

The physiology course in our department consists of lectures, laboratory sessions, and tutorials, all of which are teacher centered, as well as student-led seminars. The overall aim of this project was to investigate student perceptions of the value of varying academic activities on their learning of physiology. A faculty-based descriptive study was conducted at the Faculty of Medicine and Health Sciences of Alneelain University (Khartoum, Sudan). Questionnaires (150 total) were distributed to students from the Schools of Medicine, Dentistry, and Physiotherapy; 127 questionnaires were completed and returned. The results showed that 108 students (85%) believed that their absence from different academic activities could affect their performance. Students perceived lectures as the most valuable academic activity (90.7%), whereas seminars presented by students were perceived as the least important activity (18.5%). There was a significant correlation between lectures attendance and their performance in examinations ( P = 0.008). Ninety percent of the students thought that teacher involvement in tutorials was essential and that lectures were useful to understand certain topics. These results showed that in our course, students perceived teacher involvement as a key component of the educational process.

Student Feedback on Professional Experience Placements

1995 ◽  
Vol 25 (1) ◽  
pp. 16-19 ◽  
Author(s):  
Melinda Lewis
Keyword(s):  
Health Information ◽  
Student Perceptions ◽  
Information Management ◽  
Learning Experience ◽  
Health Sciences ◽  
Student Feedback ◽  
Professional Experience ◽  
Written Feedback

As part of the Professional Experience Programme in the School of Health Information Management (HIM), at the Faculty of Health Sciences, University of Sydney, students undertake a block of professional experience in the intersemester recess. Students were invited to provide feedback to the School on their experience via a post-placement tutorial discussion with the Professional Experience Coordinator. In addition, written feedback was obtained from HIM II and HIM III students via a questionnaire. The aim of the questionnaire was to obtain student perceptions of the value of the placements as a learning experience, the role of the supervisor, the best aspects of the placement, and ways in which the placement could have been better. The results indicate that over 78% of respondents felt that the placement was an excellent or useful learning experience. No student felt the experience to be fair or poor. Student feedback provides the School with valuable information which can be used for planning and organising future placements. By aiming to continually improve the quality of professional experience we aim to improve the quality of our graduates as beginning practitioners.

scholarly journals Supervisi Klinik Stase Mayor Pada Rumah Sakit Pendidikan Fakultas Kedokteran dan Ilmu Kesehatan Universitas Jambi

2019 ◽  
Vol 7 (1) ◽  
pp. 1-7
Author(s):  
Nyimas Natasha ayu Shafira ◽  
Ahmad Syauqy
Keyword(s):  
Student Perceptions ◽  
Clinical Supervision ◽  
Teaching Hospital ◽  
Quantitative Research ◽  
Teaching Effectiveness ◽  
Clinical Teaching ◽  
Health Sciences ◽  
Cross Sectional ◽  
Clinical Phase ◽  
Major Stage

  ABSTRACT Background: Clinical phase in  medical education  is education that carried out through the teaching and learning process in the form of clinical and community learning that employs various forms and levels of  health services. At  clinical phase learning , students are given the opportunity to be involved in health services with the guidance and supervision of clinical supervisors. Clinical supervision has a positive impact on patient health and the knowledge development of medical students. Research Objective: This study aims to determine the clinical supervision overview in the major stage at Teaching Hospital of Faculty of Medicine and Health Sciences Jambi University based on student perceptions. Method: This research is a combination of quantitative research and qualitative research. Quantitative research conducted was a cross sectional study using the Clinical Teaching Effectiveness Instrument (CTEI) questionnaire. The usage of the CTEI questionnaire in this study was to find out the clinical supervision overview in the major stage at Teaching Hospital based on student perceptions. Furthermore, qualitative research was conducted with focus group discussions (FGD) to confirm and explore the perceptions of the students based on the results of questionnaire analysis. Results: Overall, for every 15 items of clinical supervision in each major stage had a mean CTEI score > 3 with a score range of 3.6- 4.1. Range of scores on the Internal Medicine Department  3.2 - 4.7; Pediatric  Department 3.4 - 3.8; Surgery Department 3.6 - 4 and Obgyn Department 3.7- 4. Conclusion: Based on the results, it can be concluded that the clinical supervision of the major stages at  Teaching Hospital of Faculty of Medicine and Health Sciences Jambi University has been run well. Keywords: clinical supervision, CTEI, medical students   ABSTRAK Latar Belakang: Pendidikan kedokteran fase klinik adalah pendidikan kedokteran yang dilaksanakan melalui proses belajar mengajar dalam bentuk pembelajaran klinik dan pembelajaran komunitas yang menggunakan berbagai bentuk dan tingkat pelayanan kesehatan nyata. Pada pembelajaran fase klinik  mahasiswa diberi kesempatan terlibat dalam pelayanan kesehatan dengan  bimbingan dan pengawasan supervisor klinik . Supervisi klinik memiliki dampak yang positif terhadap kesehatan pasien dan perkembangan pengetahuan mahasiswa kedokteran. Tujuan Penelitian: Penelitian ini bertujuan untuk mengetahui gambaran supervisi klinik di stase mayor Rumah Sakit pendidikan Fakultas Kedokteran dan Ilmu Kesehatan Universitas Jambi berdasarkan persepsi mahasiswa Metode: Penelitian ini merupakan gabungan antara penelitian kuantitatif dan penelitian kualitatif. Penelitian kuantitatif yang dilakukan merupakan, studi cross sectional dengan menggunakan kuesioner Clinical Teaching Effectiveness Instrument (CTEI). Penggunaan kuesioner CTEI pada penelitian ini untuk mengetahui gambaran supervisi klinik di stase mayor Rumah Sakit pendidikan berdasarkan persepsi mahasiswa. Selanjutnya  dilakukan penelitian kualitatif dengan diskusi kelompok terfokus (DKT) untuk mengkonfirmasi dan mengeksplorasi persepsi mahasiswa tersebut berdasarkan hasil analisis kuesioner Hasil: Secara keseluruhan untuk setiap 15 item supervisi klinik di setiap bagian mayor memiliki rerata skor CTEI > 3 dengan rentang skor 3.6- 4.1. Rentang skor pada Bagian Ilmu penyakit Dalam  3.2 – 4.7; Bagian Ilmu kesehatan anak  3.4 – 3.8; Bagian Ilmu Bedah 3.6 – 4 dan Bagian Obgyn 3.7- 4. Kesimpulan: Berdasarkan hasil penelitian dapat disimpulkan bahwa supervisi klinis stase mayor di Rumah Sakit Pendidikan Fakultas Kedokteran dan Ilmu Kesehatan Universitas Jambi telah berjalan dengan baik. Kata kunci: supervisi klinik,  CTEI, mahasiswa kedokteran

scholarly journals Student Perceptions of Great Teaching

2021 ◽  
Vol 21 (3) ◽  
Author(s):  
Robert S. Bledsoe ◽  
Deborah South Richardson ◽  
Ashley Kalle
Keyword(s):  
Student Perceptions ◽  
Liberal Arts ◽  
Iterative Process ◽  
Health Sciences ◽  
Professional Programs ◽  
Arts And Sciences ◽  
Exemplary Teaching ◽  
Liberal Arts And Sciences ◽  
Teaching Award ◽  
Instructor Characteristics

What behaviors do students consider as representative of exemplary teaching? Do those representations vary by context? This study evaluates 176 student nominations for a teaching award that asked nominators to articulate specific acts by individual instructors that exemplify “great teaching.” Through an iterative process, our content analysis identified 10 themes, which generally represent socioemotional connection, behaviors relevant to student learning, and instructor characteristics. We also identified two themes—the instructor as a model and as someone whose efforts exceed expectations—that do not appear frequently in existing literature. The quantitative analysis revealed that frequency of themes differed for instructors from traditional liberal arts and sciences disciplines and those from professional programs in the health sciences.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice

2011 ◽  
Vol 14 (1) ◽  
pp. 21-28
Author(s):  
Mary J. Emm ◽  
Christine P. Cecconi
Keyword(s):  
Student Perceptions ◽  
Clinical Supervision ◽  
Private Practice ◽  
Universal Design ◽  
Professional Preparation ◽  
Learning Activities ◽  
Functional Information ◽  
Course Content ◽  
Group Activities ◽  
Assessment Procedures

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.

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