scholarly journals Quiz as an adjunctive modality in teaching Clinical Microbiology for Undergraduate Medical Students

2021 ◽  
Vol 9 (3) ◽  
pp. 31
Author(s):  
Abhishek Mehta ◽  
Kiran Tripathi ◽  
Himanshi Bansal
Keyword(s):  
Active Learning ◽  
Clinical Microbiology ◽  
Central India ◽  
Learning Approaches ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Learning Gain ◽  
Learning Modalities ◽  
Conventional Teaching ◽  
Teaching Learning

Conventional teaching modalities like Didactic lectures if practised alone fails to transfer concepts as effectively as active learning approaches. Active learning methods like Quizzing leads to active participatory involvement of students, motivates them by increasing interest in the subject and act as a driving force for more effective learning. The purpose of this study was to evaluate the effectiveness of Quiz as an adjunctive teaching modality in clinical microbiology for undergraduate medical teaching and to compare it with conventional teaching methods like Didactic lectures. In this interventional study conducted in the Dept. of Microbiology of a Govt. Medical College of Central India, Second MBBS students were divided into two groups. The topic Universal precautions was split and covered through two modules. One module was administered through lecture to one group and through Self study followed by Quiz to another group. Cross over was done for the second module. To evaluate the students performance pretest and post test were conducted for both the methods. In case of both the groups a significant absolute learning gain was observed for both the modalities. However in both the groups the learning gain and effect size were towards much higher side for Quizzing as compared to didactic lectures. Our study has shown the positive impetus of the active teaching learning modalities like Quizzing on self directed learning, and an added advantage of this approach on the learning gain as compared to the conventional teaching.

scholarly journals Perception of quiz as an adjunctive learning modality in clinical microbiology amongst medical students of central India

2021 ◽  
Vol 9 (1) ◽  
pp. 24-30
Author(s):  
Mehta A ◽  
Bansal H ◽  
Tripathi K
Keyword(s):  
Active Learning ◽  
Central India ◽  
Learning Approaches ◽  
Learning Tools ◽  
Learning Tool ◽  
Educational Benefits ◽  
Learning Modalities ◽  
Wide Range ◽  
Teaching Learning ◽  
The Right

Background: The conventional teaching modalities like lectures if practiced alone can’t transfer concepts as effectively as active learning approaches like quiz and serve only as a data transferring tool. There is a wide range of educational benefits of quiz like enhanced learning, conceptualization and improved academic performance which makes it the right candidate to be explored as an adjunctive learning tool. Purpose: This study was undertaken to document perception of students regarding utility of quiz as a complementary teaching modality. Methodology: In this interventional study conducted in the Department of Microbiology, Govt. Medical College, Datia, India. Second MBBS students were divided into two groups of 34 students each. The topic standard precautions were covered through two learning modules. One module through didactic lecture to one group and through self study followed by quiz to another. Cross over was done for the other module. The students’ perceptions regarding the utility of quiz as an adjunctive learning tool were recorded on the five point Likert scale in addition to the general feedback. Results: On analyzing the feedbacks, majority of students were found to be very receptive and inclined towards the active learning methods like quizzing. They felt more involved, interested and motivated through such sessions. Conclusions: The students’ perception regarding quiz was very positive. So, there is a need to explore the prospects of incorporating such active teaching learning modalities as adjunctive learning tools in medical education.

scholarly journals Exam wrapper and metacognition for undergraduate surgery students in exam preparation

2020 ◽  
Vol 7 (12) ◽  
pp. 4083
Author(s):  
Kishore Kumar Kannan ◽  
Ramula Muthammal
Keyword(s):  
Metacognitive Skills ◽  
Self Directed Learning ◽  
Exam Preparation ◽  
Conventional Teaching ◽  
Group Data ◽  
Metacognitive Intervention ◽  
Focus Group Data ◽  
Directed Learning ◽  
Teaching Learning ◽  
The Impact

Background: An exam wrapper is a structured debrief­ing questionnaire tailored to help the students understand their performance in the examination and help them to plan and develop improvement strat­egies. Exam wrappers give students a structured reflection about how they performed in a particular exam and act as a useful tool to perform better in the next exam. This mixed-method study was conducted to assess the impact of exam wrapper on metacognitive skills of surgery students and to assess the perception of students on its application in exam preparation.Methods: Metacognition was assessed using the metacognitive inventory questionnaire for students learning surgery. Nonparametric Friedman test was used to analyze quantitative data and qualitative data which were collected from four identified focus groups students who completed the exam wrapper sessions.Results: Students who used the exam wrapper throughout the se­mester demonstrated appreciable improvement in metacog­nition (p=0.013). Focus group data showed that students found the exam wrapper useful and effective. The analysis revealed the students' trust that, the faculties can make a change, complementary to conventional teaching-learning methods and reflecting the exam paper helps them to perform better.Conclu­sions: Medical students in surgery perceive this tool as use­ful and their application of exam wrapper as an effective tool in metacognition. This type of metacognitive intervention needs to be adopted across different departments for exam wrapper to be more engaging and direct students towards self-directed learning.

scholarly journals Analyzing effectiveness of active learning through project-based learning approach in university level ICT courses

2021 ◽  
Vol 1 (1) ◽  
pp. 59-69
Author(s):  
Dhiraj Shrestha ◽  
Satyendra Nath Lohani ◽  
Roshan Manjushree Adhikari
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Real Life ◽  
Project Based Learning ◽  
Learning Approaches ◽  
Engineering Project ◽  
Science And Engineering ◽  
University Level ◽  
Teaching Learning

The concept of Active Learning (AL), which has journeyed through multiple research studies over the years, is an important part of the teaching learning process at academic institutions. The present study applies active learning via project-based approaches where students engage in real life projects and solve associated complications with their research, communication, and technical skills. As a case study of effectiveness of project-based learning (PBL), especially in engineering project contexts, the present research is conducted among students studying computer science and engineering at Kathmandu University (KU), Nepal. The key findings of the study suggest that PBL assignments have helped students in their active learning processes. This paper also compares teaching and learning approaches of KU with other IT institutions of Nepal.

scholarly journals TLS aimed to stimulate the attainment of a metacognitive strategy on kinematics models, within a cooperative learning approach

2015 ◽  
Vol 37 (2) ◽  
pp. 2503-1-2503-9
Author(s):  
Alicia Muriel Montecinos
Keyword(s):  
Active Learning ◽  
Cooperative Learning ◽  
Undergraduate Students ◽  
Engineering Students ◽  
Metacognitive Strategy ◽  
Learning Approach ◽  
Learning Approaches ◽  
Learning Sequence ◽  
Teaching Learning ◽  
Positive Results

<p>This manuscript proposes a teaching-learning sequence (or TLS) for undergraduate students with prior calculus background about kinematics models, based on metacognition and cooperative learning. It aims to help them to acquire a well-structured, simple and short strategy to check their graphs of position, velocity and acceleration, in which the method is based on derivatives. It may be used in courses addressed with traditional methods, but it is designed for active learning approaches. This TLS was twice piloted, mainly with sophomore engineering students, having positive results, and it is offered as a contribution for the growing international repository of physics TLSs.</p>

scholarly journals Appraisal of a novel pedagogical approach to demonstrating neuromuscular transmission to medical students

2021 ◽  
Vol 45 (3) ◽  
pp. 580-588
Author(s):  
Sareesh Naduvil Narayanan ◽  
Iffath Ahmed ◽  
Batul Saherawala ◽  
Fatmaelzahraa Foud ◽  
Tarig Hakim Merghani
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Neuromuscular Transmission ◽  
Positive Influence ◽  
Study Cohort ◽  
Learning Approaches ◽  
Undergraduate Medical Students ◽  
Learning Session ◽  
Pedagogical Approach ◽  
Didactic Lecture

Although traditional didactic lecturing is the principal instructional approach used in numerous medical schools, this method has several limitations. Experiential learning approaches place students in the center of the learning process and creates a positive and supportive classroom learning environment. In this article, we propose an active pedagogical approach for teaching a basic physiology concept, namely, neuromuscular transmission (NMT), and we evaluate the effectiveness of this approach among undergraduate medical students. One-hundred forty-two undergraduate medical students were involved in this study ( cohort A, n = 62; cohort B, n = 80). Cohort A received a didactic lecture on NMT and subsequently tested their knowledge of the topic via test 1, after which their perceptions of didactic lectures were recorded. The students were then asked to participate in a touch-and-go (TAG) active-learning session regarding NMT, after which their learning was subsequently tested by taking test 2. Their perceptions about the TAG game were also recorded. Students in cohort B were first administered test 1 regarding NMT. Then, they were asked to attend a didactic lecture blended with a TAG active-learning session, after which test 2 was administered, and their perceptions were recorded. Both the didactic lecture and active learning sessions facilitated student learning regarding the concepts involved in NMT. A comparison of the lecture followed by the game used in cohort A with the game blended lecture used in cohort B revealed no significant differences. However, both formats created a positive influence on students’ interest in learning the concept, and the students preferred active learning over didactic sessions alone.

scholarly journals Approbation of Self-directed Learning by first year medical students: a mixed method study

2021 ◽  
Author(s):  
Bharti Bhandari ◽  
Deepti Chopra ◽  
Prerna Agarwal ◽  
Aprajita Panwar ◽  
Daljit Kaur ◽  
...  
Keyword(s):  
Medical Students ◽  
Phase 1 ◽  
Learning Goals ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Lifelong Learner ◽  
Institutional Ethics ◽  
Feedback Questionnaire ◽  
Directed Learning ◽  
Teaching Learning

Background: One of the primary roles played by Indian medical graduates is to be a lifelong learner. For being a lifelong learner, the students should inculcate the habit of Self-Directed Learning (SDL). Lack of SDL skills among undergraduate medical students is a concern, hence the study was planned to introduce SDL in Physiology to phase-1 undergraduate medical students and assess its effectiveness through students and facultys perceptions. Methodology: The project was commenced after obtaining clearance from the Institutional Ethics Committee. The faculty members and students were sensitized on SDL. Feedback questionnaire was framed and the topics for SDL were selected. Six topics were covered as part of the project. The effectiveness of the sessions was evaluated by administering the feedback questionnaire to the students and recording perceptions of the students and faculty on SDL. The quantitative and qualitative analysis of the data was done. Results: A total of 96 phase-1 students participated in the study. Majority of the students felt that self-directed learning sessions have improved their SDL skills; they are more prepared and aware of their learning strengths and have started taking ownership of their learning. However some students felt the activity was not sufficient and SDL was not useful in improving their analytical skills. Both the students and the faculty were fairly satisfied by this teaching learning innovation. Conclusions: Students and faculty were satisfied with the SDL strategy. SDL has shown to make them independent learner, who are aware of their learning goals and capable of evaluating their learning.

scholarly journals Self-directed learning: assessment of students’ abilities and their perspective

2020 ◽  
Vol 44 (3) ◽  
pp. 383-386
Author(s):  
Bharti Bhandari ◽  
Deepti Chopra ◽  
Kavita Singh
Keyword(s):  
Interpersonal Communication ◽  
Time Management ◽  
Medical Graduate ◽  
Successful Implementation ◽  
Learning Resources ◽  
Learning Approaches ◽  
Self Directed Learning ◽  
Clinical Exposure ◽  
Directed Learning ◽  
Teaching Learning

The introduction of Competency-Based Medical Education Curriculum in India has endorsed many new concepts, like foundation course, self-directed learning (SDL), early clinical exposure, etc. Emphasis is being given to active teaching-learning approaches. One such approach is SDL. SDL is an active learning approach in which the students are responsible for their own learning outcome, with teacher acting as a facilitator of learning. A medical graduate, being a lifelong learner, should inculcate the habit of SDL. In the present study, the SDL abilities of first year Bachelor of Medicine, Bachelor of Surgery students were assessed using a questionnaire. Based on their experience, students were also asked about the prerequisites of SDL, how it can be promoted, and their expectations from the teachers. Students scored high in most of the SDL skills. However, they felt they need improvement in time management. Furthermore, the students are required to develop their interpersonal communication skills, and they also find it difficult to express messages effectively in oral presentations. Most of the students felt they need help in finding the correct learning resources. According to them, the students should be focused, motivated and stress-free, have time management skills, and be able to search learning resources for successful implementation of SDL. They felt that events that encourage active participation by students, if organized at regular intervals, could promote SDL. Some felt that evaluation of SDL would motivate them to take it seriously. According to the students, teacher should act as a facilitator, a mentor, as well as an evaluator.

Molecular Modeling as the Spark for Active Learning Approaches for Interdisciplinary Biology Teaching

2018 ◽  
Author(s):  
Antoine Taly ◽  
Francesco Nitti ◽  
Marc Baaden ◽  
samuela pasquali
Keyword(s):  
High School ◽  
High School Students ◽  
Molecular Modeling ◽  
Active Learning ◽  
Computer Science ◽  
Poster Presentation ◽  
Learning Approaches ◽  
School Students ◽  
The Subject ◽  
The Origin Of Life

<div>We present here an interdisciplinary workshop on the subject of biomolecules offered to undergraduate and high-school students with the aim of boosting their interest toward all areas of science contributing to the study of life. The workshop involves Mathematics, Physics, Chemistry, Computer Science and Biology. Based on our own areas of research, molecular modeling is chosen as central axis as it involves all disciplines. In order to provide a strong biological motivation for the study of the dynamics of biomolecules, the theme of the workshop is the origin of life. </div><div>All sessions are built around active pedagogies, including games, and a final poster presentation.</div>

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