Perception and knowledge of medical students with different teaching learning activities in pharmacology in a Malaysian University: A comparative study

2018 ◽  
Vol 9 (10) ◽  
pp. 1002
Author(s):  
Ameeta Patil ◽  
Heethal Jaiprakash ◽  
Sunil Kale ◽  
Pallavi R Shidhaye
Keyword(s):  
Medical Students ◽  
Comparative Study ◽  
Learning Activities ◽  
Teaching Learning

scholarly journals The Effects of Changes in Teaching/Learning Schedule Pattern in Physiology Subject among 2nd M.B., B.S Students from University of Medicine, Magway

2020 ◽  
Vol 2 (5) ◽  
Author(s):  
Zarchi Theint Theint Hlaing ◽  
Mya Pwint Phyu ◽  
Sanda Kyaw
Keyword(s):  
Medical Students ◽  
Comparative Study ◽  
Learning Style ◽  
Learning System ◽  
Average Score ◽  
Traditional Teaching ◽  
Multiple Choice Questions ◽  
The Past ◽  
Class Test ◽  
Teaching Learning

The failure rates of the medical students had increased during the past few years. There are many supportive factors for deteriorating the students’ performance. One of these might be due to some defect in teaching/learning system. Therefore, the aim of this study is to determine the effects of changes in teaching/learning schedule pattern in Physiology Subject among 2nd MB BS students from University of Medicine, Magway. A Comparative study was done. Data was collected from 2nd MBBS students studying at University of Medicine, Magway, Myanmar (n = 230). Class test-1 was done before the introducing of the new teaching/learning schedule pattern. There was 3-month intervention of introducing the new teaching/learning schedule pattern. At the end of this program, class test-2 was done. Scores of all students in class test-1 and class test-2 were compared and analyzed. In the present study, the average marks of class test-1 and class test-2 were 38.23±14.56 and 43.32±18.42, respectively. It was found that the average score of the students in class test-2 was higher than that of class test-1(p< 0.001). Both class test-1 and class test-2 included 2 sections which involved multiple choice questions (MCQs) and multiple short questions (MSQs). In MCQs section, 22.17% of the total students were passed in class test-1 whereas it was increased to 33.48% in class test-2 (p< 0.01). In MSQs section, it was indicated that 29.56% of the total students were passed in class test-1 and 39.56% of the students were passed in class test-2 (p< 0.001). In the average score of both MCQs and MSQs, the students passed rate is increased from 26.96% to 36.96% after the changing of teaching/learning style (p< 0.001).This findings suggested that the new teaching/learning style was more effective than the traditional teaching.

scholarly journals A comparative study on traditional teaching with integrated teaching on II MBBS students

2021 ◽  
Vol 10 (3) ◽  
pp. 227
Author(s):  
Aluri Anjana Priyanka ◽  
Gedela Vasavi
Keyword(s):  
Comparative Study ◽  
Learning Activities ◽  
Traditional Teaching ◽  
Positive Interaction ◽  
Medical College ◽  
Teaching Group ◽  
Group 12 ◽  
Post Test ◽  
Didactic Lecture ◽  
Teaching Learning

Background: The term integration in education means coordination in the teaching–learning activities to ensure the harmonious functioning of the educational processes.Methods: Study was conducted in ASRAM medical college. 140 students of II MBBS were randomised into 2 groups. One group was taught by traditional didactic lecture. Other group was taught by integrated teaching along with the pathology department. A post-test questionnaire was given 3 days after the end of each session. The effectiveness of the study was done by assessing both the questionnaires. Feed-back was taken from the students on both types of teaching.Results: In Integrated teaching group, 12% got more than 80% marks, 71% got more than 60-80% marks, 11% students scored 50-60% marks and 4.7% students scored less than 50% marks. In didactic teaching group, 8.95% scored more than 80% marks, 45% students scored 60-80% marks, 23.88% students scored 50-60% marks and 14.92% students scored less than 50% marks. In our study, students felt that integrated teaching was of more useful to them. It helped them in understanding of concepts and maintaining interest in topic. They felt that there was a positive interaction which helped them to correlate the two subjects.Conclusions: This study concludes that integrated teaching is more helpful to students in learning.

Administrasi Kurikulum

2020 ◽  
Author(s):  
Eva Lusiana eva eva
Keyword(s):  
Learning Activities ◽  
Educational Institutions ◽  
Educational Goals ◽  
Teaching Staff ◽  
Joint Effort ◽  
National Education ◽  
System A ◽  
National Education System ◽  
Latin Language ◽  
Teaching Learning

this article describe about curriculum administration. administration originates from the Latin language, which consists of the words ad and ministrare which means to help, serve or direct. The word administration can be interpreted as any joint effort to assist, serve and direct all activities, in achieving a goal. The curriculum is a set of plans and arrangements regarding the content and learning materials as well as the methods used to guide the implementation of learning activities to achieve certain educational goals (Law No.20 th 2003 on the National Education System). A curriculum is a plan prepared to expedite the teaching-learning process under the guidance and responsibilities of schools or educational institutions and their teaching staff.

A Comparative Study of Obsessionality in Medical Students, Law Students, and Controls

2016 ◽  
Vol 88 (3) ◽  
pp. 603-610 ◽  
Author(s):  
Michael D. Harries ◽  
Suck Won Kim ◽  
Jon E. Grant
Keyword(s):  
Medical Students ◽  
Comparative Study ◽  
Law Students

Introducing Problem- Based Learning as an Effective Learning Tool to Medical Students: An Approach in Bangladesh

2021 ◽  
Vol 12 (1) ◽  
pp. 22-31
Author(s):  
Fatiha Tasmin Jeenia ◽  
Afroza Hoque ◽  
Mehrunnissa Khanom ◽  
Selim Md Jahangir ◽  
Rozina Hoque ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Student Performance ◽  
Odds Ratio ◽  
Strong Association ◽  
Problem Based Learning ◽  
Group Versus ◽  
Female Students ◽  
Traditional Curriculum ◽  
Teaching Learning

Background: Bangladesh, A country with scintillating beauty of nature burdened with a dense population. Along with infectious diseases, tropical diseases are also prevalent here with a higher trend of non- communicable diseases as a result of industrialization. Practicing and prescribing as a doctor is a quite challenging profession here particularly when to deal with vast rural populations in a low resource facility. Medical education system is well developed in Bangladesh which follows traditional curriculum of teaching learning. Students are not accustomed with problem-based learning as it does not exist in curriculum. In order to confront with diverse disease pattern and overloaded population in this arduous backdrop of Bangladesh, problem- based learning can be a very effective tool for preparing medical students as an efficient, self- directed and insightful prescriber. This study was a primary step to introduce problem- based learning (PBL) to medical students of Bangladesh to evaluate the effectiveness of PBL in context of Bangladesh. Methods: Around 117 students of 4th year from 6 different medical colleges were randomly assigned for this study. Among them, half of the students attended PBL session for three days on a topic of Pharmacology and other students participated traditional lecture class. Following classes, odds ratio of performance was determined. MCQ, SAQ and total scores of assessment were compared. Comparison of scores was also done between male and female students of PBL group. Results: PBL students performed better than the LBL students. Odds ratio of their assessment performance was 252.08; with 95% confidence interval and lower range 53.89 and upper range 1179.28. The odds ratio showed strong association between PBL and student performance in Bangladesh context. Mean of total score was 30.7 ± 4.3 in PBL group and 17.2 ± 4.8 in LBL group. Total score was significantly higher (p= 0.000) in PBL group. Mean SAQ score in PBL and LBL group was 17.2 ± 2.2 and 5.3 ± 1.9 respectively which was extremely significant (p= 0.000). MCQ score mean was 13.4 ± 3.4 in PBL group versus 11.8 ± 3.7 in LBL group which was significantly higher in PBL group (p= 0.02). Among PBL group, total score and SAQ score was significantly higher in female students over male students. Conclusion: Significant findings of this study revealed PBL as an effective tool in Bangladesh context. Thereby, it is recommended from this study to take approaches for further study and initiative to incorporate PBL in curriculum as well. Bangladesh Journal of Medical Education Vol.12(1) 2021: 22-31

scholarly journals Common mental disorders among medical students at Universidade Federal de Sergipe: a cross-sectional study

2010 ◽  
Vol 32 (1) ◽  
pp. 11-19 ◽  
Author(s):  
Edméa Fontes de Oliva Costa ◽  
Tarcísio Matos de Andrade ◽  
Annibal Muniz Silvany Neto ◽  
Enaldo Vieira de Melo ◽  
Ana Carolina Aquino Rosa ◽  
...  
Keyword(s):  
Medical Students ◽  
Mental Disorder ◽  
Learning Process ◽  
Common Mental Disorder ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Good Doctor ◽  
Teaching Learning ◽  
Self Reporting Questionnaire

OBJECTIVE: Estimate the prevalence of common mental disorder and its associated factors among medical students of the Universidade Federal de Sergipe. METHOD: A cross-sectional study was carried out, applying Self Reporting Questionnaire-20 to 473 students from the 512 medical students enrolled in 2006 and compared with compared with a structured questionnaire by the authors containing information on the socio-demographic characteristics, the teaching-learning process and the psycho-emotional experiences of the students. Freshmen were excluded after initial comparison with the students already exposed to the medical course. Statistical analysis by multiple logistic regression after calculating simple and adjusted odds ratio (OR). RESULTS:The general prevalence of common mental disorder was 40% (n = 473); after exclusion of the freshmen it increased to 42.5% among students from the 2nd to the 12th semester. It was higher among those who did not have faith in their acquisition of the skills needed to become a good doctor (OR = 2.82), who felt less comfortable about course activities (OR = 3.75), who considered themselves emotionally stressed (OR = 2.14), among those who did not consider themselves happy (OR = 2.85), who believed that the course did not match their expectations (OR = 1.64) and those who had a prior diagnosis of mental disorder by a psychiatrist (OR = 3.78). CONCLUSION: The results suggest the necessity of changes to the teaching-learning process and the establishment of a preventive mental health program for medical students.

scholarly journals Teachers’ Lived Experiences about Teaching-Learning Process in Multi-Grade Classes

2017 ◽  
Vol 6 (4) ◽  
pp. 354 ◽  
Author(s):  
Seyyed Heshmatollah Mortazavizadeh ◽  
Mohammad Reza Nili ◽  
Ahmad Reza Nasr Isfahani ◽  
Mohammad Hassani
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Lived Experiences ◽  
Local Community ◽  
Sampling Technique ◽  
Learning Activities ◽  
Learning Materials ◽  
Statistical Population ◽  
Phenomenological Studies ◽  
Teaching Learning

This study seeks to recognize teachers’ lived experiences about teaching-learning process in multi-grade classes. The approach of the study is qualitative under the rubric of phenomenological studies. The statistical population consisted of the teachers of multi-grade classes in a non-prosperous province and a prosperous one. 14 teachers were selected using criterion sampling technique for an interview. The interviews were recorded and transcribed with the interviewees’ permission; and they were analyzed using Creswell data analysis. In order to evaluate the validity of the questions, the viewpoints of experts in the field of educational sciences as well as some teachers experienced in multi-grade classes were taken into account. The reliability was approved through examination by the participants and asking from counterparts. The results showed that teachers of multi-grade classes in both provinces had similar views on using teaching methods, determining learning activities and grouping methods. However, they did not have the same views on determining the type of learning materials and resources. The results show that in multi-grade classes various teaching methods such as peer teaching and integrated teaching, leading resources and materials such as the local community, nature, and discarded materials and objects, different grouping methods such as adjacent grouping, row grouping, and sex grouping, and finally various learning activities including self learning and peer learning are utilized. Multi-grade teachers in the two provinces have similar viewpoints regarding teaching methods, learning activities, and grouping methods, but are of different viewpoints on kinds of learning materials and resources.

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