scholarly journals Problem-based Learning Combined with Team-based Learning in Sports Biochemistry Courses

2021 ◽  
Vol 3 ◽  
pp. 95-98
Author(s):  
Fangcheng Li
Keyword(s):  
Teaching Methods ◽  
Problem Based Learning ◽  
Sugar Metabolism ◽  
Traditional Teaching ◽  
Passive Learning ◽  
Experimental Teaching ◽  
Self Study ◽  
Traditional Teaching Methods ◽  
Team Based Learning ◽  
Research Ability

Explore Problem-based learning (PBL) combining with Team-based learning (TBL) in sports biochemistry course sugar metabolism and movement section theory and experimental teaching, relative to the traditional teaching methods, the two method teaching makes students passive learning for active learning, increase the interest in learning, at the same time exercise their team spirit and active access to learn, improve their self-study ability, practical ability, scientific research ability, at the same time cultivate the consciousness of lifelong learning, the effect is remarkable.

Modified use of team-based learning in an ophthalmology course for fifth-year medical students

2014 ◽  
Vol 38 (1) ◽  
pp. 46-48 ◽  
Author(s):  
Levent Altintas ◽  
Ozgul Altintas ◽  
Yusuf Caglar
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Time Allocation ◽  
Teaching Strategy ◽  
Traditional Teaching ◽  
Learner Centered ◽  
Traditional Teaching Methods ◽  
Team Based Learning ◽  
Class 1 ◽  
Short Time

Team-based learning (TBL) is an interactive and analytic teaching strategy. TBL is a learner-centered strategy that uses a very structured individual and group accountability process and requires small groups to work together to solve problems. This study served to investigate whether the TBL concept could be modified and adopted to the fifth-year cornea module of an ophthalmology course. Questionnaires (using a Likert scale of 1–5) were distributed to 169 fifth-year medical students attending the cornea module applied as TBL in an ophthalmology course. The questionnaire consisted of two categories: the TBL format (7 items) and an open-ended question about the class (1 item). Feedback was then evaluated. The majority of students felt that modified TBL sessions were better at fulfilling learning objectives (121 students, 71.59%), enabled better understanding (134 students, 79.28%), were more interesting (146 students, 86.39%), ensured greater student participation (123 students, 72.78%), and involved greater effort on the part of students (148 students, 87.57%) compared with traditional teaching methods. Most of the students (129 students, 76.33%) agreed that more such sessions should be organized in the future. In conclusion, after adjustments to improve weaknesses, such as the short time allocation and students' lack of prior background, the outcomes of this modified TBL approach on the cornea module of an ophthalmology course provide a good basis for its continuation.

scholarly journals Problem-Based Learning Research in Anesthesia Teaching: Current Status and Future Perspective

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
G. Chilkoti ◽  
M. Mohta ◽  
R. Wadhwa ◽  
A. K. Saxena
Keyword(s):  
Teaching Methods ◽  
Problem Based Learning ◽  
Current Status ◽  
Future Perspective ◽  
Traditional Teaching ◽  
Self Directed Learning ◽  
Journal Clubs ◽  
Traditional Teaching Methods ◽  
Directed Learning ◽  
Teaching Curriculum

The teaching curriculum in anesthesia involves traditional teaching methods like topic-based didactic lectures, seminars, and journal clubs; intraoperative apprenticeship; and problem-based learning (PBL) and simulation. The advantages of incorporating PBL in anesthesia teaching include development of skills like clinical reasoning, critical thinking, and self-directed learning; in addition it also helps in developing a broader perspective of case scenarios. The present paper discusses the characteristics, key elements, and goals of PBL; various PBL methods available; lacunae in the existing knowledge of PBL research; its current status and future perspectives in anesthesia teaching.

scholarly journals Methods of Scientific Thinking in Experimental Teaching of Chemistry

2020 ◽  
Vol 26 (4) ◽  
pp. 38-48
Author(s):  
Ayzhan Serikbayeva ◽  
◽  
Marzhan Kalmakhanova ◽  
Elmira Abdulova ◽  
Keyword(s):  
Teaching Methods ◽  
Learning Experience ◽  
Scientific Thinking ◽  
Traditional Teaching ◽  
Highly Qualified ◽  
Teaching Chemistry ◽  
Experimental Teaching ◽  
Traditional Teaching Methods ◽  
The University

In order to adapt the requirements for the education of targeted highly qualified talents in the 21st century, it is necessary to develop students ' ability to think scientifically and innovate in teaching. Chemistry is based on experiments, and experiments play an important role in the search for knowledge, mastering the methods of studying science, experiencing the learning process, and developing students ' ability to think scientifically. In this paper, we have described the importance of scientific thinking methods in teaching at the University. How to cultivate students ' methods of scientific thinking, mainly introduced the course of inorganic and analytical chemistry. Stimulate students 'interest in learning, train students' scientific thinking, and make students master the methods of scientific experimentation and the learning experience process by reforming traditional teaching methods and content can effectively improve the efficiency and quality of students learning.

scholarly journals Problem Based Learning in Engineering at the Institute of Engineering: Prospects cum Challenges

1970 ◽  
Vol 8 (1-2) ◽  
pp. 291-300
Author(s):  
Rajendra Kumar Joshi ◽  
Milly Joshi
Keyword(s):  
Teaching Methods ◽  
Final Section ◽  
Problem Based Learning ◽  
Traditional Teaching ◽  
Technical Expertise ◽  
Educational Innovations ◽  
New Approach ◽  
Engineering Programs ◽  
Traditional Teaching Methods ◽  
Over Time

Despite having undergone significant transformations over the last few decades, educational institutes of Nepal are prone to using traditional teaching methods to most extent. This is particularly true of Tribhuvan University. Nevertheless there are all the same few renowned institutes of Tribhuvan University which are not merely open to educational innovations but have strong predisposition to respond positively to the augmenting demand of time vis-à-vis adoption of new educational approaches cum strategies. Institute of Engineering (IOE) is one among them. Albeit Problem Based Learning (PBL) Approach is apparently a new approach in Nepal’s engineering educational scenario, IOE has brought similar approach to bear upon its educational practices in some courses. However, IOE has yet to design fully fledged student-centric problem based curricula over time, considering the efficacy and efficiency of Project based approach in enhancing professional skills, technical expertise and profound understanding of students. This paper aims at delineating on the prospects cum challenges regarding the implementation of PBL approach in engineering programs at the IOE. However, the foremost section of the paper will briefly scrutinize the overall structure and situation of education in Nepal. The second section of the paper will comprehensively outline the educational system and courses offered at the IOE from the scratch. The most important of all, third section will focus upon the prospects and relevancy of introducing PBL component in engineering courses at the IOE. This section will simultaneously deal with potential impediments or constraints to be encountered during the process of implementing PBL approach. The final section of the paper will attempt to elicit a cogent conclusion with viable solutions and tentative plan to implement PBL approach effectively at the IOE against the backdrop of varied constraints.Key words: Faculties; Prospects; Impediments; Affiliated; ConstituentDOI: http://dx.doi.org/10.3126/jie.v8i1-2.5125Journal of the Institute of Engineering Vol. 8, No. 1&2, 2010/2011Page: 291-300Uploaded Date: 20 July, 2011

scholarly journals Construct, Face, and Content Validation on Voxel-Man® Simulator for Otologic Surgical Training

2017 ◽  
Vol 2017 ◽  
pp. 1-8 ◽  
Author(s):  
M. Varoquier ◽  
C. P. Hoffmann ◽  
C. Perrenot ◽  
N. Tran ◽  
C. Parietti-Winkler
Keyword(s):  
Virtual Reality ◽  
Construct Validity ◽  
Surgical Training ◽  
Teaching Methods ◽  
Traditional Teaching ◽  
Virtual Reality Simulator ◽  
Expert Group ◽  
Traditional Teaching Methods ◽  
The Face ◽  
Nose And Throat

Objective. To assess the face, content, and construct validity of the Voxel-Man TempoSurg Virtual Reality simulator. Participants and Methods. 74 ear, nose, and throat (ENT) surgeons participated. They were assigned to one of two groups according to their level of expertise: the expert group (n=16) and the novice group (n=58). The participants performed four temporal bone dissection tasks on the simulator. Performances were assessed by a global score and then compared to assess the construct validity of the simulator. Finally, the expert group assessed the face and content validity by means of a five-point Likert-type scale. Results. experienced surgeons performed better (p<.01) and faster (p<.001) than the novices. However, the groups did not differ in terms of bone volume removed (p=.11) or number of injuries (p=.37). 93.7% of experienced surgeons stated they would recommend this simulator for anatomical learning. Most (87.5%) also thought that it could be integrated into surgical training. Conclusion. The Voxel-Man TempoSurg Virtual Reality simulator constitutes an interesting complementary tool to traditional teaching methods for training in otologic surgery.

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