scholarly journals Perception of Students and Faculties towards Implementation of Concept Mapping in Pharmacology: A Cross-sectional Interventional Study

2021 ◽  
Author(s):  
Sarmila Nath ◽  
Swati Bhattacharyya ◽  
Pallavi Preetinanda
Keyword(s):  
Concept Mapping ◽  
Undergraduate Students ◽  
Concept Maps ◽  
Group Discussion ◽  
Undergraduate Curriculum ◽  
Tertiary Hospital ◽  
Medical Graduate ◽  
Medical Council ◽  
Interventional Study ◽  
Cross Sectional

Introduction: Medical Council of India (MCI) in the current competency based on the undergraduate curriculum for the Indian medical graduate has focussed on the development of critical thinking, reasoning and communicating abilities of the undergraduate students. This would enable them to apply their knowledge effectively and provide better patient care. In this context, concept mapping has proved to be a simple yet powerful tool. Aim: To assess the feasibility of implementing concept mapping module and perception of the students and faculty about use of concept mapping as complementary teaching aid in pharmacology using peer validated questionnaires and Focus Group Discussion (FGD). Materials and Methods: This cross-sectional interventional study was conducted in the Department of Pharmacology of a tertiary hospital in Eastern India. Study duration was six months, from September 2019 to February 2020. After obtaining permission from Institutional Ethics Committee (IEC), 64 consenting students of 2nd professional MBBS, Dean of student affairs, Medical Education Unit (MEU) Co-ordinator and 10 faculties of the Department of Pharmacology were sensitised about the concept mapping. A module for implementation and assessment rubric was decided. Participating students were randomly divided into eight groups (Group A, B, C, D, E, F, G, H), each group comprising eight students. Each group had to prepare one concept map on an allotted topic from General Pharmacology. They had to submit the maps within seven days. Students could use pen and paper or they could utilise computer software to prepare the maps. After submission, faculties other than the researcher assessed and gave feedback to the students. After one month, the second set of assignments was allotted on topics from autonomic nervous system. As before, submission had to be done in seven days. This set was also assessed and feedback given. At the end of second submission, perception of the students and faculties about implementation of the module was assessed through peer validated open as well as closed ended questionnaires. A FGD was also held among participating faculties. Open ended questions were analysed using verbatim and closed ended questions were analysed as percentage using Microsoft Excel. FGD was analysed using content analysis method. Results: Among the 64 participating students, 63 (98.43%) preferred concept mapping as complementary teaching tool in addition to traditional tutorial format and 62 (96.9%) students enjoyed making the concept maps. On analysis of students’ feedback, 56 (87.5%) students opined that this module could be included in Pharmacology curriculum. Out of 12 faculties, 7 (58.33%) graded feasibility of the module as 4 out of a maximum of 5. Conclusion: This study concludes that with proper selection of topics, concept mapping may be included as complementary teaching learning tool in Pharmacology curriculum for undergraduate students.

scholarly journals Awareness and Perception of Undergraduate Students towards Risk Associated with Wireless Electromagnetic Field Radiation Exposure in Enugu, South-East Nigeria: A Cross-sectional Study

2020 ◽  
Author(s):  
Emeka Kevin Mgbe ◽  
Chinenye Glory Mgbe ◽  
Chuks Enyereibe Ajare ◽  
Amaka Obiageli Nnamani
Keyword(s):  
Electromagnetic Field ◽  
Radiation Exposure ◽  
Correlation Coefficient ◽  
Undergraduate Students ◽  
Group Discussion ◽  
Health Belief ◽  
Cross Sectional Study ◽  
P Value ◽  
Cross Sectional ◽  
Telecommunication Equipment

Introduction: Use of telecommunication equipment (cell phone or mobile phone, tablets, walkie-talkie, ipads, ipods, android) has been on the increase globally. There is an estimate of over 145 million active subscribers on record in Nigeria. Hence, there is need for correct information about the associated risk of Electromagnetic Field (EMF) exposure of equipment so as to curb its debilitating effects. Aim: To evaluate the level of awareness and perceived health risks of EMFs exposure (Radiation) among undergraduate students’ of various discipline. Materials and Methods: The Health Belief Model (HBM) was used with descriptive cross-sectional research design from March 2017 to November 2018 to evaluate awareness and perception of EMF radiation exposure. Structured questionnaire, focus group discussion and in-depth interviews with a predominantly 1-5 scale grading was applied for data collection. Data analysis was conducted using Statistical Package for Social Science (SPSS) version 14 with correlation coefficient (r) and Chi-square test (χ2) of p-value <0.05 as significant. Results: A total of 576 undergraduate students from six tertiary institutions in Enugu State, Eastern Nigeria were recruited for the study. A total of 43% were males while 57% were females. Even though majority (93.9%) of the respondents rightly defined the meaning of EMF as a wave that transmits energy through space or material medium, only 34.6% had significant awareness of the radiation effect of this equipment. About 82% of respondents kept their telecommunication equipment close to their body thereby increasing exposure to EMF. The correlation coefficient (r) is 0.806 and the p-value <0.05 shows that there is a high positive relationship between risk reduction strategies like use of hand-free/ear piece etc., and level of awareness among students. There was significant positive correlation between awareness of EMF radiation and faculty of studies as well between perceived EMF risk and year of study (Each p-value <0.05). Conclusion: Increase in the level of health education is a key to reduction of risk of EMF exposure (Radiation) among undergraduate telecommunication equipment users and this invariably applies to the entire general population.

Evaluation of newly introduced structured foundation course in MBBS curriculum at entry level in India: Students’ perspective

2021 ◽  
Vol 12 (3) ◽  
pp. 51-58
Author(s):  
Ashima Das ◽  
Pinki Rai ◽  
Sibadatta Das ◽  
Abhishek Singh ◽  
Sonia Hasija
Keyword(s):  
Medical Profession ◽  
Cross Sectional Study ◽  
Medical Graduate ◽  
First Year ◽  
Medical Council ◽  
Cross Sectional ◽  
Significance Level ◽  
Entry Level ◽  
Challenging Environment ◽  
The Difference

Background: One-month structured foundation course is an integral component of the newly designed CBME curriculum as proposed in “Graduate Medical Education Regulations-2019” by Medical Council of India. Purpose of this program is to assist fresh MBBS students in acclimatising to the new challenging environment of medical profession and in acquiring basic skills and professional attributes. Aims and Objective: Study was aimed to evaluate the students’ perception regarding the knowledge and importance of different modules of the foundation course and to assess the effectiveness and quality of the program. Materials and Methods: A cross-sectional study was carried out among 120 first year MBBS students using pre-validated questionnaires. Pre questionnaire having three sections and post questionnaire having four sections were distributed at the start of course and towards the end of first year respectively using Google forms. Data was analyzed using SPSS version 22.0 and tests were done at a significance level of 5%. Results: Mean scores of perceptions of knowledge and importance for all the modules increased after the course except for importance of Enhancement of language and computer skills module and the difference was statistically significant. Professionalism and ethics module was the most practically implemented module throughout the first year. Over-all rating of this one- month course was 3.31±0.78. Conclusion: Feedback responses from students were indicative of the effectiveness of this program. This study sheds light on the significance of the foundation course in making the medical graduate an effective health care provider and physician of first contact of the community.

scholarly journals Intern’s experience throughout their graduating years – a cross sectional questionnaire survey

2017 ◽  
Vol 07 (03) ◽  
pp. 013-020
Author(s):  
The Xing Hui ◽  
Suraya Sajoli ◽  
Ravi V. Shirahatti ◽  
Audrey M D'Cruz
Keyword(s):  
Undergraduate Students ◽  
Student Motivation ◽  
Undergraduate Curriculum ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Administrative Services ◽  
Postgraduate Study ◽  
Clinical Procedures ◽  
Learning Programs ◽  
Teaching Learning

Abstract Introduction: This survey was conducted amongst undergraduate students upon completing internship. The objective of the study was to assess the students' perceptions about their learning experiences in the dental college and their future career plan in dentistry. Materials and Method: A descriptive, cross-sectional study was conducted on 81 interns of the dental college by distributing structured survey questionnaire. The components of the survey include; undergraduate curriculum, student motivation and support, infrastructure and facilities, components of teaching-learning programs, administrative services, confidence level in carrying out clinical procedures and postgraduate specialty preference. Results: Majority of the interns (n= 73, 90.12%) responded to the survey handouts. Majority of the interns (n= 61, 83.5%) agreed that they are satisfied with the overall BDS training and about 86.3% wanted to pursue further postgraduate study. Conclusion: The undergraduate curriculum was satisfactory to the majority of the respondents; there are still certain aspects of the curriculum that need to be improved in their perception.

scholarly journals Paediatric dentistry undergraduate education across dental schools in the Arabian region: a cross-sectional study

2021 ◽  
Author(s):  
S. H. Al-Jundi ◽  
O. I. EI Shahawy ◽  
H. Nazzal
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Curriculum ◽  
Cross Sectional Study ◽  
Paediatric Dentistry ◽  
Caries Prevention ◽  
Cross Sectional ◽  
Behaviour Management ◽  
Practical Education ◽  
Level Of Training ◽  
Dental Schools

Abstract Purpose To assess and compare teaching of paediatric dentistry in the undergraduate curriculum among dental schools in the Arabian region. Methods A 28-item online cross-sectional questionnaire survey was conducted of undergraduate dental programme directors in the Arab region. The survey included questions related to the programme’s content, method of instruction on specific paediatric dentistry topics as well as the director’s opinion on the level of training obtained by the undergraduate students at the end of the programme. Results The final sample included 31 dental schools representing undergraduate programmes in ten Arabian countries (60.8% response rate). All programmes provided theoretical and practical education on communicative behaviour management techniques and caries prevention. Pulpectomy and formocresol pulpotomy were taught in the form of theoretical and practical education in 87.1% and 80.6% of the programmes, respectively. The method of education on common orthodontic topics was mainly theoretical with the exception of space maintainers. Instructions on managing trauma to permanent dentition was theoretical and practical in most programmes (61.3%). Most respondents rated the level of training of students in behaviour management and caries prevention as good to reasonable, while only 22.6% thought that the level of training was excellent in pulp therapy. Conclusion Variations were observed in paediatric dentistry education among undergraduate dental programmes in the Arabian region in terms of topics, instruction methods, year of introduction of paediatric dentistry education, and number of clinical sessions offered. This study establishes a framework for future paediatric dentistry curriculum development and/or improvement in the Arabian region.

scholarly journals PREVALENCE OF SHISHA-AIDED FLAVOURED TOBACCO SMOKING AMONG STUDENTS IN PUBLIC UNIVERSITIES IN RIVERS STATE, NIGERIA

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Gloria Stanley Acra Jones ◽  
J. E. F. Okpako
Keyword(s):  
Undergraduate Students ◽  
Tobacco Smoking ◽  
Public Universities ◽  
Research Question ◽  
Group Discussion ◽  
Cross Sectional Study ◽  
Sampling Procedure ◽  
Cross Sectional ◽  
Multi Stage ◽  
Rivers State

The study investigated the prevalence of shisha-aided flavoured tobacco smoking among students in public universities in Rivers State. The study emphasized on the number of students associated with shisha use in the three public universities located in Rivers State. It is a cross-sectional study carried out among undergraduate students in public universities in Rivers State with population forty seven thousand, five hundred and seventeen (47,517) from the three (3) public universities in Rivers State, using a sample size of one thousand undergraduate students drawn through a multi-stage sampling procedure. The instrument used for data collection were 30 items structured questionnaire titled “Prevalence of Shisha-aided Flavoured Tobacco Smoking (PSFTS)” which has a reliability coefficient of 0.91 and focus group discussion. Data was analyzed using frequency and percentage for the demographic characteristics, while mean and standard deviation was used to answer the research question. While ANOVA was used to test the hypotheses at .05 alpha level of significance. The findings of the study revealed that the prevalence of shisha-aided that the prevalence of shisha-aided flavoured tobacco smoking was considerably low. The study concluded with the following recommendations that health awareness campaign/trainings among students on health risks implications and on admission of students, during orientation the universities authorities should marshal modalities to halt the use of shisha and all other forms of tobacco use. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0720/a.php" alt="Hit counter" /></p>

scholarly journals Learning with Concept Maps versus Learning with Classical Lecture and Demonstration Methods in Neuroanatomy - A Comparison

2018 ◽  
Vol 7 (02) ◽  
pp. 95-102
Author(s):  
Mahindra Kumar Anand ◽  
Olive Singh ◽  
Prabhjot Kaur Chhabra
Keyword(s):  
Concept Maps ◽  
Cognitive Learning ◽  
Meaningful Learning ◽  
Undergraduate Curriculum ◽  
Learning Tool ◽  
Cross Sectional ◽  
Validated Questionnaire ◽  
Medical Undergraduate ◽  
Lecture Demonstration ◽  
Group A

Abstract Aims and Objectives: Concept maps as learning tool facilitate development of meaningful learning. It was developed by Novak and Gowin and is based on Ausubel's theory of meaningful learning. Present study was undertaken to sensitize students to use concept maps as a learning tool and to assess its effect on learning. The objectives of the study were to compare the learning with concept maps and traditional lecture-demonstration methods in neuroanatomy. Materials and Methods: A randomized cross sectional prospective study was conducted on 60 medical students of 1st year. Students were divided into 3 groups A, В and C. Group A studied “spinal cord and its meninges” by developing concept maps. Group C learnt through lecture and demonstration method. Group В studied with readymade concept maps, lecture and demonstration methods. Pre and post test were conducted for all groups with pre validated questionnaire. Feedback was obtained from both students and faculty through a 5 point Likert scale. Paired and unpaired t test were applied for statistical analysis. Results: There was significant improvement in knowledge in group A students in comparison to group C and В students. This improvement was more marked with regards to high cognitive type MCQs. 80% students found that development of concept maps helped them to understand topic better but it was time consuming. Conclusion: Concept mapping is a better learning tool in comparison to classical lecture and demonstration method. It facilitates higher cognitive learning. It can be included in medical undergraduate curriculum to facilitate meaningful learning.

scholarly journals Using Concept Maps in Law Schools to Foster Meaningful Learning: Evidence from a Pilot Study

2018 ◽  
Vol 1 (2) ◽  
pp. 125-136
Author(s):  
Rossana Deplano
Keyword(s):  
Pilot Study ◽  
Concept Mapping ◽  
Concept Maps ◽  
Meaningful Learning ◽  
Undergraduate Curriculum ◽  
Small Group Teaching ◽  
Law Schools ◽  
Core Component ◽  
Legal Subjects ◽  
The Impact

Despite its many applications in various higher education settings, concept mapping is not used for teaching predominantly theoretical subjects like Law. Given the peculiarities of learning legal subjects, this article discusses the benefits of using concept maps as a core component of an undergraduate curriculum in Law. Specifically, it presents evidence from a pilot study aimed at assessing the impact of concept mapping as a tool for enhancing deep learning on students enrolled on the compulsory Constitutional and Administrative Law module. An argument is made that utilising concept maps as an integral part of small group teaching activities may be effective in helping students shift the balance from predominantly rote learning to predominantly meaningful learning.

scholarly journals Knowledge and attitude of medical undergraduate, interns and postgraduate students towards emergency contraception

2017 ◽  
Vol 6 (7) ◽  
pp. 2944
Author(s):  
Amisha Dogra ◽  
Uma N. Wankhede
Keyword(s):  
Undergraduate Students ◽  
Emergency Contraception ◽  
Medical Science ◽  
Cross Sectional Study ◽  
Medical Graduate ◽  
Cross Sectional ◽  
Postgraduate Students ◽  
Medical Undergraduate ◽  
Unplanned Pregnancies ◽  
Knowledge And Attitude

 Background: Although India was the first country in the world to have national family planning policy, the acceptance of contraceptive methods has been unsatisfactory. Many women in their peak reproductive years, who wish to control their fertility, are not aware about the different methods of contraceptives available. Unregulated fertility results in unplanned pregnancies. Emergency contraceptive pills can avoid many such unplanned pregnancies. The study was to assess the knowledge and attitude about emergency contraception (EC) among the undergraduate, interns and postgraduate medical science university students.Methods: A cross sectional study was carried out among 180 medical students which include undergraduate, interns, and postgraduate students (60 from each group) studying at BJ Medical College, Pune, Maharashtra by a convenient sample method over a period of August 2016 to November 2016. Data were collected by pre-designed, pre-tested, self-administered questionnaire. Data was analyzed in the form of percentage and proportions and Chi square test was applied.Results: In this study, a total of 180 respondents, of which 110 (61.2%) were male and 70 (38.8%) were female. The knowledge about EC was highest (47.6%) among postgraduates in comparison to interns (43.3%) and undergraduate students (41.6%). Overall positive attitude toward EC was observed among 73.8% of the respondents.Conclusions: Considering the role of a medical graduate as counselor and health care provider, the technical knowledge about different aspects of EC among the study population was inadequate.

scholarly journals Effects of Strategy Training and Elaboration vs. Retrieval Settings on Learning of Cell Biology Using Concept Mapping

2021 ◽  
Vol 11 (9) ◽  
pp. 530
Author(s):  
Lukas Bernhard Becker ◽  
Virginia Deborah Elaine Welter ◽  
Jörg Großschedl
Keyword(s):  
Concept Mapping ◽  
Undergraduate Students ◽  
Cell Biology ◽  
Concept Maps ◽  
Strategy Training ◽  
Independent Effect ◽  
Learning Material ◽  
Scientific Content ◽  
Learning Success ◽  
Quasi Experimental

Concept mapping (CM) can be an effective strategy to facilitate understanding-based learning of complex and abstract scientific content. In our study, we tried to answer two questions that have not yet been clarified: (1) How effective is CM if the learners do not have the textual learning material available when constructing their concept maps (retrieval setting) in contrast to when the material is available (elaboration setting)? (2) Do potential effects of the two settings depend on the intensity of a previous CM strategy training? To this end, we established a quasi-experimental four-group plan and collected data of N = 93 undergraduate students. The participants received either a detailed CM strategy training or just a short introduction and were then asked to apply CM in a retrieval or elaboration setting. The quality of constructed concept maps and content-related learning success were assessed to determine potential group differences. Overall, our results show a significantly positive but setting-independent effect of the CM strategy training on methodical CM skills. However, the different setting conditions differed neither regarding concept map quality nor content-related learning success, implying that CM in retrieval settings could be as effective as in elaboration settings.

Using Concept Maps With Errors to Identify Misconceptions

2020 ◽  
pp. 117-134
Author(s):  
Paulo Rogério Miranda Correia ◽  
Joana Aguiar ◽  
Brian Moon
Keyword(s):  
Molecular Biology ◽  
Concept Mapping ◽  
Undergraduate Students ◽  
Learning Analytics ◽  
Concept Maps ◽  
Current Data ◽  
Assessment Task ◽  
Instruction And Learning ◽  
Novice Students

Concept maps (Cmaps) have been successfully used to make knowledge structures visible. During Cmap task elaboration, novice students are likely to suffer cognitive overload, and they might avoid coping with difficult contents staying in his semantic safe territory. The authors have developed an innovative approach using Cmaps with embedded errors applied on Sero! – a cloud-based knowledge assessment platform. This chapter presents a case study involving the current use of Cmaps with errors as an assessment task capable of identifying misconceptions about the advances of molecular biology. Undergraduate students (n=86) were asked to find the errors hidden into the propositional network. The results confirmed the task challenged the students to go beyond their safe semantic territory. Misconceptions were readily identified from the students' answers providing good insights for the development of a bespoke feedback. The current data available is enough to foresee a broad range of research opportunities to readers interested in concept mapping, instruction and learning analytics.

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