Students perception about small group teaching techniques: Role play method and case based learning in pharmacology

2012 ◽  
Vol 4 (2) ◽  
Author(s):  
Sharmila V Jalgaonkar ◽  
Pankaj V Sarkate ◽  
Raakhi K Tripathi
Keyword(s):  
Small Group ◽  
Role Play ◽  
Small Group Teaching ◽  
Teaching Techniques ◽  
Case Based Learning ◽  
Case Based

scholarly journals Osteoporosis: A Small-Group Case-Based Learning Activity

MedEdPORTAL ◽  
2021 ◽  
Author(s):  
Bianca Nguyen ◽  
Gagani Athauda ◽  
Sanaz B. Kashan ◽  
Tracey Weiler ◽  
Rebecca L. Toonkel
Keyword(s):  
Small Group ◽  
Learning Activity ◽  
Group Case ◽  
Case Based Learning ◽  
Case Based

Students’ Perception of Teaching Methods in Pharmacology in a Malaysian Medical School

2016 ◽  
Vol 1 (1) ◽  
pp. 16
Author(s):  
Renu Agarwal ◽  
Nafeeza Mohd Ismail
Keyword(s):  
Small Group ◽  
Teaching Methods ◽  
Practice Teaching ◽  
Case Based Learning ◽  
Group Sessions ◽  
Computer Aided Learning ◽  
Self Learning ◽  
Self Administered Questionnaire ◽  
Future Practice ◽  
Case Based

Introduction: The study attempts to evaluate the students’ perception of pharmacology as a subject, its usefulness in future practice, teaching methods currently used, and their patterns of learning and preparing for exams. Methods: A structured, self-administered questionnaire was distributed to second year medical students. Results: Of the 125 students who participated, 22.73 % considered pharmacology more important than any other subject. The students found small group sessions most interesting followed by directed self-learning, computer aided learning and lectures. Of those who responded, 79 and 66 % suggested to increase the small group and directed-self-learning sessions respectively. Up to 40 % of the students felt that pharmacology teaching must be through case-based discussions and 20 % requested for more practical sessions. Conclusions: It appears that majority of students entering the medical schools has little prior knowledge of pharmacology. While going through the preclinical years they understood the importance of pharmacology and its application in future practice, however, they tend to develop interest in one or other topics. Students prefer to have a greater number of small group sessions as they feel that these sessions are most useful for learning. Majority of the students tend to use both the textbooks and lecture notes and study regularly for better performance in examinations. The students also preferred to have more case-based learning sessions incorporated into the small group sessions.

scholarly journals Scaffolding medical student knowledge and skills: team-based learning (TBL) and case-based learning (CBL)

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Annette Burgess ◽  
Elie Matar ◽  
Chris Roberts ◽  
Inam Haq ◽  
Lucy Wynter ◽  
...  
Keyword(s):  
Small Group ◽  
Clinical Reasoning ◽  
Teaching Methods ◽  
Medical Curriculum ◽  
Group Learning ◽  
Small Group Learning ◽  
Team Based Learning ◽  
Case Based Learning ◽  
Clinical Reasoning Skills ◽  
Case Based

Abstract Background Two established small-group learning paradigms in medical education include Case-based learning (CBL) and Team-based learning (TBL). Characteristics common to both pedagogies include the use of an authentic clinical case, active small-group learning, activation of existing knowledge and application of newly acquired knowledge. However, there are also variances between the two teaching methods, and a paucity of studies that consider how these approaches fit with curriculum design principles. In this paper we explore student and facilitator perceptions of the two teaching methods within a medical curriculum, using Experience based learning (ExBL) as a conceptual lens. Methods A total of 34/255 (13%) Year 2 medical students completed four CBLs during the 2019 Renal and Urology teaching block, concurrent to their usual curriculum activities, which included weekly TBLs. Questionnaires were distributed to all students (n = 34) and CBL facilitators (n = 13). In addition, all students were invited to attend focus groups. Data were analysed using descriptive statistics and thematic analysis. Results In total, 23/34 (71%) of students and 11/13 (85%) of facilitators completed the questionnaires. Twelve students (35%) participated in focus groups. Findings indicate their experience in CBL to be positive, with many favourable aspects that built on and complemented their TBL experience that provided an emphasis on the basic sciences. The learning environment was enriched by the CBL framework that allowed application of knowledge to solve clinical problems within the small groups with consistent facilitator guidance and feedback, their capacity to focus discussion, and associated efficiencies in learning. Conclusion While the TBL model was integral in developing students’ knowledge and understanding of basic science concepts, the CBL model was integral in developing students’ clinical reasoning skills. The strengths of CBL relative to TBL included the development of authentic clinical reasoning skills and guided facilitation of small group discussion. Our findings suggest that delivery of a medical curriculum may be enhanced through increased vertical integration, applying TBL in earlier phases of the medical program where the focus is on basic science principles, with CBL becoming more relevant as students move towards clinical immersion.

Comparison of outcome between case-based learning and seminar for small group undergraduate teaching in Ophthalmology

2016 ◽  
Vol 2 (3) ◽  
pp. 227
Author(s):  
Kavitha Chikkanayakanahalli Venugopal ◽  
Pavana Acharya ◽  
Lakshmi Bomalapura Ramamurthy ◽  
Sudeep Navule Siddappa ◽  
Tintu Susan Joy ◽  
...  
Keyword(s):  
Small Group ◽  
Undergraduate Teaching ◽  
Case Based Learning ◽  
Case Based

scholarly journals A workshop to train medicine faculty to teach clinical reasoning

Diagnosis ◽  
2019 ◽  
Vol 6 (2) ◽  
pp. 109-113 ◽  
Author(s):  
Verity Schaye ◽  
Michael Janjigian ◽  
Kevin Hauck ◽  
Neil Shapiro ◽  
Daniel Becker ◽  
...  
Keyword(s):  
Clinical Reasoning ◽  
Role Play ◽  
Core Competency ◽  
Problem Representation ◽  
Preliminary Evaluation ◽  
Educational Strategies ◽  
Teaching Techniques ◽  
Commitment To Change ◽  
Case Based

Abstract Background Clinical reasoning (CR) is a core competency in medical education. Few studies have examined efforts to train faculty to teach CR and lead CR curricula in medical schools and residencies. In this report, we describe the development and preliminary evaluation of a faculty development workshop to teach CR grounded in CR theory. Methods Twenty-six medicine faculty (nine hospitalists and 17 subspecialists) participated in a workshop that introduced a framework to teach CR using an interactive, case-based didactic followed by role-play exercises. Faculty participated in pre- and post-Group Observed Structured Teaching Exercises (GOSTE), completed retrospective pre-post assessments (RPPs), and made commitment to change statements (CTCs). Results In the post-GOSTE, participants significantly improved in their use of problem representation and illness scripts to teach CR. RPPs revealed that faculty were more confident in their ability and more likely to teach CR using educational strategies grounded in CR educational theory. At 2-month follow-up, 81% of participants reported partially implementing these teaching techniques. Conclusions After participating in this 3-h workshop, faculty demonstrated increased ability to use these teaching techniques and expressed greater confidence and an increased likelihood to teach CR. The majority of faculty reported implementing these newly learned educational strategies into practice.

scholarly journals METODE PEMBELAJARAN DALAM KETRAMPILAN DOKUMENTASI PARTOGRAF DALAM ASUHAN KEBIDANAN PADA PERSALINAN : LITERATURE REVIEW

2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Wan Anita
Keyword(s):  
Systematic Review ◽  
Literature Review ◽  
Small Group ◽  
Teaching Methods ◽  
Learning Methods ◽  
Midwifery Care ◽  
Normal Delivery ◽  
Case Based Learning ◽  
Student Center ◽  
Case Based

<p align="center"><strong><em>ABSTRACT</em></strong></p><p align="center"><strong><em> </em></strong></p><p>Partograph is normal delivery and monitoring tools as well as clinical decision-making tool, because with the partograf the normal delivery will not be evaluated. Partograf documenting skills are competencies that must be owned by students who will become midwives in providing midwifery care during labor. In the implementation of learning, there are various methods that can be used for the Student Center Learning (SCL) either in class, laboratories and clinics. The purpose of this literature review was also to examine the extent of care documentation on labor topics, especially teaching methods to improve students' ability to do the documentation has been investigated. Methods This study is a systematic review. The results of this literature review showed an influence on the teaching methods of documentation skills of midwifery care during labor. The learning method used in the study include the case study method, demonstrations, multimedia, case based learning, simulations, exercises, small group discussions, study guides jobsheet, peer tutoring and cooperative STAD type. Each of these learning methods have advantages and disadvantages. There is no method of learning the best, but we recommend the use of the method in learning adapted to the purpose of learning to be achieved in order to be more effective and have significant results.</p><p><em>Key Word : Learning methods, documentation, partograf.</em></p><p align="center"><strong> </strong></p><p align="center"><strong>Abstrak </strong></p><p>Partograf adalah alat pemantauan persalinan normal dan juga sebagai alat pengambilan keputusan klinis, karena dengan adanya partograf maka persalinan yang tidak normal akan dapat dievaluasi. Ketrampilan mendokumentasikan partograf merupakan kompetensi yang harus dimiliki oleh mahasiswa yang nantinya akan menjadi bidan dalam memberikan asuhan kebidanan pada persalinan. Dalam pelaksanaan pembelajaran terdapat beragam metode pembelajaran yang dapat digunakan untuk <em>Student Center Learning</em> (SCL) baik dikelas, laboratorium maupun klinik. Tujuan <em>literature review</em> ini juga untuk melihat sejauhmana topik dokumentasi asuhan pada persalinan khususnya metode pembelajaran untuk meningkatkan ketrampilan mahasiswa dalam melakukan dokumentasi telah diteliti. Metode Penelitian ini merupakan <em>systematic review</em>. Hasil literature review ini menunjukkan terjadi pengaruh metode pembelajaran terhadap ketrampilan dokumentasi asuhan kebidanan pada persalinan. Metode pembelajaran yang digunakan dalam penelitian antara lain metode studi kasus, demonstrasi, multimedia, case based learning, simulasi, latihan, small group discussion, penuntun belajar jobsheet, peer tutoring serta kooperatif type STAD. Masing-masing metode pembelajaran memiliki kelebihan dan kekurangan. Tidak ada metode pembelajaran yang terbaik, tetapi sebaiknya penggunaan metode dalam pembelajaran disesuaikan dengan tujuan dari pembelajaran yang akan dicapai agar lebih efektif dan memiliki hasil signifikan.</p><p><strong> </strong></p><p>Kata Kunci : Metode pembelajaran, dokumentasi, partograf</p>

scholarly journals Socratic Method of Teaching in Medical Education

2021 ◽  
Vol 4 (1) ◽  
pp. 6
Author(s):  
Rehan Ahmed Khan
Keyword(s):  
Teaching Methods ◽  
Iterative Process ◽  
Zone Of Proximal Development ◽  
Western Philosophy ◽  
Socratic Method ◽  
Proximal Development ◽  
Small Group Teaching ◽  
Teachers And Students ◽  
Case Based Learning ◽  
Case Based

Socrates (469-399BC) is regarded as the founder of Western philosophy. His method of teaching was based on a shared discourse between teachers and students. He would ask thought-provoking questions from his students. This would result in motivating the students to think and generate debate. This was an iterative process and would continue till the answers to the questions were found or discussion was exhausted. This method is termed as the Socratic method of teaching (Birnbache, 1999). It also involves the zone of proximal development and scaffolding as advocated by Vygotsky. Many teaching methods, based on small group teaching such as problem-based learning, case-based learning, one minute preceptor rely on the philosophy ofSocratic method.The Socratic method relies on getting the answers from the students rather than telling them the answers directly. Socrates in his sessions would pick students randomly and ask them a question. The student would either answer the question if s/he knows it or would learn it from the discussion between her/his peers andthe teachers.

scholarly journals Exploring the impact of role-playing on peer feedback in an online case-based learning activity

2014 ◽  
Vol 15 (3) ◽  
Author(s):  
Yu-Hui Ching
Keyword(s):  
Positive Impact ◽  
Role Play ◽  
Peer Feedback ◽  
Role Playing ◽  
Learning Activity ◽  
Constructive Feedback ◽  
Case Based Learning ◽  
The Impact ◽  
Case Based

<p>This study explored the impact of role-playing on the quality of peer feedback and learners’ perception of this strategy in a case-based learning activity with VoiceThread in an online course. The findings revealed potential positive impact of role-playing on learners’ generation of constructive feedback as role-playing was associated with higher frequency of problem identification in the peer comments. Sixty percent of learners perceived the role-play strategy useful in assisting them to compose and provide meaningful feedback. Multiple motivations drove learners in making decisions on role choice when responding to their peers, mostly for peer benefits. Finally, 90% of learners reported the peer feedback useful or somewhat useful. Based on the findings of this study, we discussed educational and instructional design implications and future directions to further the line of research using role-play strategy to enhance peer feedback activity.</p>

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