scholarly journals Changes in Student Attitudes toward Interprofessional Education after Online and In-Person Introductory Learning Activities

2022 ◽  
Vol 4 (3) ◽  
pp. 2164
Author(s):  
M. Melissa Gross ◽  
Chamipa Phanudulkitti ◽  
Vinoothna Bavireddy ◽  
Olivia S. Anderson ◽  
Tazin Daniels ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Student Attitudes ◽  
Learning Activities

Hidden Curriculum Pembelajaran di SMA Ehipassiko BSD City Tangerang Selatan

2019 ◽  
Author(s):  
Suntoro
Keyword(s):  
High School ◽  
Data Collection ◽  
Education System ◽  
Student Attitudes ◽  
Research Method ◽  
Hidden Curriculum ◽  
Learning Activities ◽  
Data Collection Technique ◽  
Positive Character

Hidden curriculum is an integral part of the implementation of the education system. The existence of a hidden curriculum is absolutely necessary as a means of transfering positive character values to students. This study aims to determine the shape and implementation of hidden curriculum at Ehipassiko High School as one of the schools characterized by Buddhism. The research method used is descriptive qualitative. The data collection technique of this study uses observation, interviews, and documentation. The result of the study show that the hidden curriculum that appears in actual curriculum practice is reflected in learning activities such as: (a) the initial, core, and final activities of learning, (b) attached to all subjects; (c) student attitudes and comliance, and (d) exemplary teacher. Hidden curriculum in the learning process has a function as a tool and methid to increase the repertoire of students knowledge as well as a melting atmosphere of learning, resenting a respected and interesting teahing educator mode, so as to arouse students interest in learning. This research is expected to be an input for Ehipassiko Hidh School n particular and Buddhist schools in general to improve the quality of good Buddhist education.

Interprofessional Education Week: the impact of active and passive learning activities on students’ perceptions of interprofessional education

2021 ◽  
pp. 1-4
Author(s):  
Briyana L. M. Morrell ◽  
Kara A. Cecil ◽  
Alison M. Nichols ◽  
Elizabeth S. Moore ◽  
Jennifer N. Carmack ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Learning Activities ◽  
Passive Learning ◽  
The Impact

scholarly journals Use of case-based or hands-on laboratory exercises with physiology lectures improves knowledge retention, but veterinary medicine students prefer case-based activities

2018 ◽  
Vol 42 (2) ◽  
pp. 182-191 ◽  
Author(s):  
Renee M. McFee ◽  
Andrea S. Cupp ◽  
Jennifer R. Wood
Keyword(s):  
Veterinary Medicine ◽  
Active Learning ◽  
Student Performance ◽  
Student Attitudes ◽  
Learning Activities ◽  
Learning Activity ◽  
Hands On ◽  
Case Based Learning ◽  
Survey Responses ◽  
Case Based

Didactic lectures are prevalent in physiology courses within veterinary medicine programs, but more active learning methods have also been utilized. Our goal was to identify the most appropriate learning method to augment the lecture component of our physiology course. We hypothesized that case-based learning would be well received by students and would be more effective at helping them learn physiological concepts compared with more traditional laboratory exercises. In this study, approximately one-half of the laboratory sessions for the two-semester course were dedicated to traditional hands-on laboratory exercises, whereas the remaining one-half of the sessions were dedicated to case-based exercises. The lecture portion of the course was not altered. Student attitudes were evaluated after each session and at the end of each semester via quantitative and qualitative survey questions. Student performance was evaluated using section exams and end-of-semester posttests. The vast majority of survey responses received were positive for both cased-based activities and traditional hands-on laboratories. In addition, participation in both types of active learning activities, but not lecture, was associated with retention of conceptual knowledge based on student performance between the section exams and posttests ( P < 0.002). These results indicate that both case-based learning and laboratory exercises are beneficial learning activities to incorporate into a lecture-based physiology course. However, positive survey responses were significantly greater following case-based activities vs. traditional hands-on laboratories, and only participation in case-based activities resulted in greater student performance on the posttest ( P < 0.04). Therefore, case-based activities may be the preferred supplemental learning activity for veterinary medical physiology.

Attitude towards shared learning activities and Interprofessional education among dental students in South India

2020 ◽  
Author(s):  
Ciraj A. Mohammed ◽  
Sowmya Narsipur ◽  
Ramprasad Vasthare ◽  
Nishu Singla ◽  
Arron Lim Yan Ran ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
South India ◽  
Dental Students ◽  
Learning Activities ◽  
Shared Learning

scholarly journals Comparison of an In-Person versus a Virtual Interprofessional Education Activity Focused on Professional Communication

Pharmacy ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 111
Author(s):  
Tracey DelNero ◽  
Deepti Vyas
Keyword(s):  
Interprofessional Education ◽  
Student Attitudes ◽  
Healthcare Professionals ◽  
Pharmacy Students ◽  
Professional Communication ◽  
Peer Evaluation ◽  
Peer Perceptions ◽  
Virtual Group ◽  
Education Activity ◽  
The Impact

Early provision of interprofessional education (IPE) is imperative to ensure effective communication between healthcare professionals. However, there are several barriers to offering adequate IPE, including space restrictions and lack of human resources, prompting exploration of alternative modalities. In 2019, an IPE activity was offered in person with 213 pharmacy and 45 physician assistant (PA) students participating in one-on-one team huddles focusing on managing an acutely ill patient. In 2020, the same IPE activity, including 194 pharmacy and 45 PA students, was offered virtually. Peer evaluations, an attitudes survey, and confidence surveys were administered to evaluate the impact of the IPE activity. A student t-test and descriptive statistics were utilized to analyze the data. On average, PA students in the virtual group rated their peers higher than PA students in the in-person group, with little difference in the pharmacy peer evaluation of their PA partner. Ninety percent of pharmacy students and 91% of PA students in the virtual group felt that “they learned something new regarding therapeutic management” from their partner versus 84% of pharmacy and 81% of PA students in the in-person group. In conclusion, using a virtual modality for a communications-focused IPE was not detrimental to student attitudes and did not adversely affect peer perceptions.

scholarly journals Interprofessional Education in Four Canadian Undergraduate Nursing Programs: An Examination of the Supporting Data

2020 ◽  
Vol 3 ◽  
pp. 34-49
Author(s):  
Emily Donato ◽  
Nancy Lightfoot ◽  
Leigh MacEwan ◽  
Lorraine Carter
Keyword(s):  
Focus Groups ◽  
Interprofessional Education ◽  
Review Process ◽  
Nursing Programs ◽  
Faculty Members ◽  
Learning Activities ◽  
Northern Ontario ◽  
Undergraduate Nursing ◽  
Multiple Case

Canadian nursing programs are required to provide Interprofessional Education (IPE) since formal inclusion in the undergraduate curricula in 2012. This multiple case study explored how four undergraduate university nursing programs in Northern Ontario integrated IPE into their curricula, including opportunities and challenges of meeting the new IPE requirements. Data collected and analyzed in the study were: interviews with program directors, focus groups and interviews with faculty members, program documentation and information on websites, and on-site program observations. This paper extends the findings of this study and the themes identified in it. These themes were as follows: 1) varied understandings of IPE, 2) diverse IPE learning activities within curricula, 3) the requirement for support and resources for IPE and research, 4) student participation and leadership in IPE, and 5) limited IPE evaluation (Author names removed for integrity of review process, 2019). In this paper, the themes are explored in further depth through extensive consideration of documentation provided by the involved universities. These resources complement the data derived through interviews and focus groups with faculty and directors.  Exploration of these data is a valuable means of illuminating any congruencies and dissonances found in the director and faculty data.    

scholarly journals Peningkatan Hasil Belajar dan Sikap Siswa terhadap Matematika melalui Joyful Learning

2019 ◽  
Vol 8 (3) ◽  
pp. 471-482
Author(s):  
Umi Istiqomah ◽  
Erlina Prihatnani
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Student Attitudes ◽  
Positive Attitude ◽  
Learning Strategy ◽  
Attitudes Toward Mathematics ◽  
Class Action ◽  
Learning Activities ◽  
Attitudes Towards Mathematics ◽  
Class Viii

AbstrakHasil reflektif pada proses pembelajaran di kelas yang berdampak terhadap rendahnya hasil belajar dan sikap siswa terhadap matematika. Proses pembelajaran belum berfokus pada siswa dan antusias siswa dalam mengikuti pembelajaran kurang. Hal yang dilakukan adalah menyelenggarakan kegiatan pembelajaran yang menyenangkan, salah satunya melalui strategi Joyful Learning. Tujuan penelitian untuk meningkatkan hasil belajar dan sikap terhadap matematika siswa kelas VIII E SMP Negeri 7 Salatiga pada materi Pola Bilangan. Penelitian tindakan kelas ini menggunakan model Kemmis & Mc Taggart dengan 4 tahap, perencanaan, pelaksanaan, observasi dan refleksi. Instrumen yang digunakan adalah soal tes dan angket sikap terhadap matematika. Hasil penelitian menunjukkan bahwa rata-rata hasil belajar pada siklus 1, 2, dan 3 berturut-turut adalah 69,64; 70,76 dan 74,32 dengan persentase ketuntasan kelas berturut-turut pada siklus 1, 2, dan 3 adalah 60%, 64%, dan 84%. Adapun untuk aspek sikap terhadap matematika, persentase siswa yang memiliki sikap positif atau sangat positif terhadap matematika pada siklus 1, 2, dan 3 berturut-turut berjumlah 72%, 96%, dan 96%. Disimpulkan bahwa penerapan strategi Joyful Learning dapat meningkatkan hasil belajar dan sikap terhadap matematika pada materi pola bilangan siswa kelas VIII E SMP Negeri 7 Salatiga.Kata Kunci: joyful learning, hasil belajar, sikap terhadap matematika. Improvement The Result of the Study and Student Attitudes Towards Mathematics through Joyful LearningAbstractReflective results in the learning process in the classroom that have an impact on the low learning outcomes and attitudes of students towards mathematics. The learning process has not focused on students and the enthusiasm of students in learning is lacking. The thing to do is to organize fun learning activities, one of which is through the Joyful Learning strategy. The purpose of the study was to improve learning outcomes and attitudes towards the mathematics of class VIII E students of SMP Negeri 7 Salatiga in the material of Number Patterns. This class action research uses the Kemmis & Mc Taggart model with 4 stages, planning, implementation, observation,  and reflection. The instruments used were test questions and attitude questionnaires towards mathematics. The results showed that the average learning outcomes in cycles 1, 2 and 3 were 69.64 respectively; 70.76 and 74.32 with the percentage of grade completeness in succession in cycles 1, 2 and 3 are 60%, 64%, and 84%. As for aspects of attitudes toward mathematics, the percentage of students who have a positive or very positive attitude towards mathematics in cycles 1, 2, and 3 respectively amounted to 72%, 96%, and 96%. It was concluded that the application of the Joyful Learning strategy can improve learning outcomes and attitudes toward mathematics in the material of number patterns of class VIII E SMP Negeri 7 Salatiga.Keywords: joyful learning, learning outcomes, attitudes towards mathematics.

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