A comparative study of learning outcomes between video-based and traditional lecture-based teaching in physiology

Background: -Video-based teaching, a distance learning tools is widely beingused in the present COVID-19 pandemic. Present study compares cognitive and affective domains learning outcomes between traditional and video-based physiology lecture. Methods and material: -A total of 25female students of Applied Medical College, Prince Sattam bin Abdul Aziz University, kingdom of Saudi Arabia during 2019 were selected for the study. Physiology course consist of 45 credit hours in a fifteen-week semester. Students were evaluated by various methods for different levels of cognitive and affective domains between traditional method of endocrine physiology lecture session and video-based digestive physiology lecture session. Marks obtained by each student in all the assessment methods of cognitive and affective domains were calculated to get a total mean score and expressed in percentage and compared between the traditional and video-based physiology lecture. Results: -The total mean score for all the assessment methods of the cognitive domains in the digestive physiology lecture with video was 70% and endocrine lecture without video was 50%.The total mean score for affective domain in the digestive physiology lecture with video was 80% and endocrine lecture without video was 50%.Cognitive domain show no major difference between traditional endocrine physiology and video-based digestive physiology lecture, while student performance was good for affective domain in the lecture supported by video. Conclusion: -Video-based teaching helps the learner to achieve objectives of the different levels of affective domain compared to cognitive domain as well as compared to traditional lecture with no video. Bangladesh Journal of Medical Science Vol.20(4) 2021 p.833-839

Pelatihan untuk masyarakat Indonesia di Jerman “women leadership”

Community service as one of the tasks in the Tri Dharma of Indonesian Higher Education has tried to help the Indonesian people in Frankfurt Germany to facilitate community empowerment efforts, especially women with the theme "Women Leadership". In Government Studies, it is known that the core of Government Studies is leadership, and the core of leadership is decision making. In Islamic values, ​​it is also known that everyone is a leader. Thus, women and leadership are two related words. The question is, how is the relationship? How is this relationship implemented in the Frankfurt Indonesian Muslim Community and in everyday life? It can be said that the active role of women in the Frankfurt Indonesian Mosque can be seen in real terms. Both men and women have learned Islam and applied Islamic values ​​together. This community service was divided into three stages. First, registration by email. Second, filling out the questionnaire and sending it via email. Third, a general lecture session on women leadership using the Indonesian language and continued with a question and answer session at the Frankfurt Indonesian Mosque. The implementation of the service has gone smoothly and was attractive to the participants. This can be seen from the third stage which was originally scheduled for about two hours to four hours. The participant's response was positive with intense interactive dialogue during the presentation of the material. This activities results pattern of leader personal characteristic from members. Hopefully, this is becoming a great capital to born a great women leader in the future

MALAYSIAN TEACHERS’ PERCEPTION AND CHALLENGES TOWARDS THE IMPLEMENTATION OF FLIPPED LEARNING APPROACH

Flipping the classroom has given a lot of attention by many studies nowadays. Driven in by the technology widespread and its fast development, the flipped classroom is one of the recent trending in teaching practices. Therefore, this paper aims to investigate teachers’ perceptions and challenges towards the implementation of flipped learning approach. Several research studies showed that using flipped learning approach increases students’ understanding and confidence in learning. Flipped classroom allows students to have their own time of video-based (Vodcast) lecture session following with in-class exercises and practices. This paper briefly discusses on the history of flipped classroom, teachers’ perception and challenges issues of flipped learning approach to ESL/EFL teachers. A structured questionnaire was carried out to find out teachers’ perception and challenges in flipped learning approach to ESL/EFL teachers. The sample in this study consists of 50 respondents which are 9 males and 41 females. The results show that most teachers agreed that they find teaching through online is useful. It can be said that the biggest teachers’ challenge in implementing flipped learning approach as they feel teachers’ feedback is very important in the flipped learning classroom. Meanwhile, there is no significant relationship between teachers’ perception and teachers’ challenges. Keywords: ESL setting, Flipped Classroom, ICT in education, Teachers’ perception, Vodcast

THE ROLE OF SPEECH ETIQUETTE IN THE FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE TEACHERS

The article discusses ways to improve the culture of language communication in the formation of professional competence of future teachers, mastering the system of national values inherent in speech etiquette, as well as studying the traditional principles of ethical standards. The issues of education of students' speech culture, speech culture, cultural literacy are also touched upon. The education of a culture of speech is a moral problem that has social significance. Man's upbringing and culture are clearly manifested in the ability to translate thought into words, the manner of speaking and communicating, and the wealth of vocabulary. Students were offered a brief summary of the educational lecture session with the aim of forming clear theoretical knowledge about the ethical and aesthetic approach to established principles and to reveal the importance of speech etiquette based on national ethical values in improving personal culture in accordance with the future professional specialty

USAGE OF MULTIMEDIA PRESENTATIONS IN PREPARATION OF THE FUTURE PRESCHOOL TEACHERS FOR CHILDREN'S SPEECH DEVELOPMENT

Reformation of the higher education system in Ukraine requires innovative changes in the priorities of educational policy, improvement of its content, information and technological support of the educational process. So the task to determine such methods of interaction between teachers and future teachers of preschool education institutions in order to stimulate their successful professional development arises. One of the tasks of modernizing higher pedagogical education is to develop students' information and communication competence. The problem of professional training of future teachers has been described in researches of the following scientists: V. Benera, O. Bogich, I. Bogdanova, A. Bogush, G. Bielienka, N. Gavrysh, T. Zharovtseva, L. Zdanevych, I. Kniazheva, T. Ponimanska, M. Roganova, T. Tanko, N. Lysenko, N. Malinovska and others. Issues of using multimedia presentations in the training of future specialists were studied by the following scientists: Y. Avsiukevych, V. Bykov, M. Zholdak, I. Zakharova, V. Klochko, A. Kolomiyets, Y. Mashbyts, I. Pidlasyi, O. Spivakovskyi, A. Khutorskyi and others. Multimedia presentation is a didactic tool that allows to transmit information in a visual and schematic form for improvement its perception and increasing its value. The effectiveness of using multimedia presentations is achieved when the following didactic conditions are met: – a harmonious combination of oral presentation of the material during a lecture session and knowledge acquired by students during practical and laboratory classes with the information of a multimedia presentation; – ensuring maximum implementation of multimedia presentation functions, in particular, stimulating thinking, memory and attention of the higher education students; – interactive orientation of multimedia presentation; – the rational ratio of the time allocated to lecturer to familiarize students with the content of topic of the lecture session and the time allocated for a multimedia presentation; – ensuring the perception of information using the maximum number of analyzers; – availability of information for perception and analysis by higher education students; – rational dosing of the volume of information presented using a multimedia presentation. Comparative analysis of the final exam scores of students in the control and experimental groups of the higher education students confirmed our hypothesis that multimedia presentations are the effective means of increasing the level of knowledge of students, forming their information and communication competence Key words: Keywords: older preschool children, multimedia presentation, language development of children, pre-school teacher.

A comparative study of interactive and conventional teaching methods in pharmacology for better clinical application

Background: Pharmacology forms the basis of practice of medicine yet most students perceive it as a difficult subject. It is necessary that a student gains knowledge and retains the gained knowledge for better application in the future. But the method employed now is more passive with less emphasis on clinical application.Methods: The study population was the second year MBBS students of Terna Medical College, Navi Mumbai. The students were randomly divided into two groups; a didactic and an interactive lecture session were conducted on two days. A pre validated questionnaire, pre-test and post-test were employed in the study. The data of pre and post-test were analysed using paired t-test and descriptive analysis for the questionnaire.Results: The difference in short term learning outcomes between both the didactic and interactive lecture sessions was not statistically significant (p=0.53). The students showed a positive reaction to interactive sessions. 70 (95.89%) agreed that interactive sessions has increased their understanding of the topic better. 70 (95.89%) students responded that interactive teaching has increased their ability to apply knowledge therapeutically.Conclusions: In the present study it was observed that though there was not much statistically significant improvement in the immediate understanding, the perception of students towards interactive teaching methods is good.

Comparing the effectiveness of a hybrid simulation/lecture session versus simulation alone in teaching crew resource management (CRM) skills: a randomised controlled trial

IntroductionVarious methods have been used to teach crew resource management (CRM) skills, including high-fidelity patient simulation. It is unclear whether a didactic lecture added on to a simulation-based curriculum can augment a learner’s education.MethodsUsing an already existing simulation-based curriculum for interdisciplinary teams composed of both residents and nurses, teams were randomised to an intervention or control arm. The intervention arm had a 10 min didactic lecture after the first of three simulation scenarios, while the control arm did all three simulation scenarios without any didactic component. The CRM skills of teams were then scored, and improvement was compared between the two arms using general estimating equations.ResultsThe differences in mean teamwork scores between the intervention and control arms in scenarios 2 and 3 were not statistically significant. Mean scores in the intervention arm were lower than in the control arm (−0.57, p=0.78 for scenario 2; −3.12, p=0.13 for scenario 3), and the increase in scores from scenario 2 to 3 was lower in the intervention arm than in the control arm (difference in differences: −2.55, p=0.73).ConclusionsAdding a didactic lecture to a simulation-based curriculum geared at teaching CRM skills to interdisciplinary teams did not lead to significantly improved teamwork.

ISLAM WASATIYYAH: REFLEKSI ANTARA ISLAM MODERN DAN UPAYA MODERASI ISLAM

Diskursus tentang Islam moderat di dunia akademik mulai mencuat ke permukaan. bagaimana tidak? ketegangan yang muncul di Timur tengah, stagnanisasi perkembangan islam di Afrika hingga islamophobia di Eropa sangat berperan penting dalam kemunculan wacana islam moderat yang ditawarkan muslim di Indonesia. Islam di Indonesia memang memiliki kecendrungan berbeda dibandingan komunitas muslim di beberapa negara. Azyumardi Azra dalam sesi perkuliahan berulang kali mengungkapkan pentingnya pengembangan corak muslim yang diperagakan di Indonesia. Sebagai negara dengan mayoritas muslim terbesar di dunia, Indonesia juga memeragakan peranan penting dalam membuat citra Islam sedikit bergeser dari setnimen keekrasan berujung kekerasan ke Islam yang memiliki cara pandang cinta damai namun tetap berada dalam bingkai Islam. Discourse on moderate Islam in the academic world began to stick to the surface. How come? the emerging tensions in the Middle East, the stagnantization of the development of Islam in Africa to Islamophobia in Europe play an important role in the emergence of moderate Islamic discourse offered by Muslims in Indonesia. Islam in Indonesia does have a different tendency than the Muslim community in some countries. Azyumardi Azra in a lecture session repeatedly expressed the importance of developing a modeled musical style in Indonesia. As a country with the largest Muslim majority in the world, Indonesia also demonstrates an important role in making the image of Islam slightly shifted from a set of sentiments of violence-endowed violence to Islam that has a peaceful love outlook but remains within the framework of Islam.

Evaluation of different teaching-learning methods according to students’ preference and perception

Background: Improved teaching methodology is prerequisite for education systems so that students learn effectively. The present study was done with the objectives of evaluation of different teaching-learning methods according to students’ preference and perception.Methods: It was observational, non-interventional questionnaire based study. Total 100 students were selected randomly from second MBBS as participants of it. They filled questionnaires with 11 questions, by selecting appropriate options.Results: All students were interested in Pharmacology. Cardio-Vascular System and autocoids were the most interesting topics according to 40% of students. Total 53% of students preferred combination of chalk and board with PowerPoint presentation for understanding, while chalk and board alone (65%) as more interactive teaching method. Total 80% of students preferred interactive lecture session. Clinical case/bed side study was preferred by 89% of students. Total 40% of students preferred combination of teachers’ note and standard textbooks as reading materials. Total 80% of students mentioned that revision at the end of lecture is necessary. One and half year as ideal time to learn second MBBS, has been selected by 60% of students. Teaching with more clinical orientation is one of the changes suggested by 28% of students.Conclusions: Combination of traditional chalk and board method with modern powerpoint method, wherever necessary, is ideal for interactive and understandable lecture session. Integration/correlation of clinical cases with clinical Pharmacology will be more helpful in understanding and learning. Proper and effective management of time is essential for maximum utilization of MBBS duration with optimum output for students.