A Comparative Evaluation on effective perception of Aamottpati Siddhant to 3rd BAMS students by traditional method (tree diagram) versus Audio-Visual method

Effective teaching plays very significant role in acquiring knowledge with long term impact and remembrance. In teaching process many times we focus on factual recall rather than reasoning skills or understanding something better where learners are not actively involved. In this study students of 3rd phase BAMS were taught Aamottpatti Siddhant by Traditional Method (Tree Diagram) versus Audio-Visual Method. Student were familiar of traditional method of teaching however after introducing audio visual method, interest in lecture was increased in students. Audio visual method can be associated with the traditional type of teaching method. Teaching by Audio visual method is interesting to student as well as teachers.

Descriptive analysis of theory examination question papers of 2nd MBBS pharmacology of Krantiguru Shamji Krishna Verma Kachchh University (Gujarat)

Background: The Question Paper is the most important tool of theory exam examination. An attempt was made to assess the pharmacology question papers of university examination in accordance with their guidelines. To assess the pharmacology theory question papers for content validity, area of importance and to test the level of cognitive domain.Methods: Twenty four papers of university comprising 695 questions after preparing 520 learning objective were analysed. All questions were analysed for coverage of different subdivision of Pharmacology and marks allotted to them, type of taxonomic level of each question asked on the basis of verb use and percentage of question asked from area of importance.Results: It was observed that 18.40% weightage of marks given to general pharmacology and least .67% for immunosuppressant in paper I whereas in paper II, 34.90% for antimicrobial agents. About 84% questions were asked from must know area, 8.07% from nice to know area and 7.90 from desirable to know area. In paper I, 92.08% of the questions were to test factual recall (Bloom level I), remaining 07.93% were reasoning type but in other paper verbs were used to test only lower cognitive domain.Conclusions: All the sub-divisions of pharmacology were not covered in each theory assessment. Majority of questions were asked to test lower level of cognitive domain. Theory question papers should be designed to give proper weightage to whole subject area. Blue printing of theory question papers is absolutely necessary.

Social justice in the mathematics classroom

Despite increases in educational attainment in London, too many mathematics lessons remain focused on factual recall and procedural understanding, resulting in disaffection among learners. This study reports on the establishment of a research group, comprising five teacher researchers and myself, which aimed to challenge this situation through adopting a participatory action research methodology. By planning, teaching, and evaluating innovative classroom activities, the group demonstrated how making mathematics more relevant and meaningful can enhance students' engagement and agency. The collaborative and mutually supportive nature of the group developed teacher researchers' self-efficacy in addressing issues of social justice in their mathematics classrooms.

How to take advantage of tablet computers: Effects of news structure on recall and comprehension

In light of the growing use of tablets for news reading and mobile news consumption behaviors, this study examined whether an innovative way of structuring news on the tablet that mimics mobile news behaviors reinforced attention for, and learning from, news. Specifically, it was theorized that the chronological and associative structuring of news articles into so-called developing news stories would lead to more attention for news, and better recall and comprehension of news, than the linear print newspaper structure that newspaper publishers continue to copy from print to tablet. A multiple-day experiment was set up using the eye-tracking method to measure and control for attention. The results show that the developing news structure increased comprehension of news substantively, independently of attention effects; no effects were found on attention and factual recall.

Digital Dome versus Desktop Display in an Educational Game

A visually immersive display can make an educational game more effective, if concepts are embodied in an information-rich space and the interaction/perception design exploits the egocentric view that the display affords. For example, ancient Egyptian temples juxtapose language and symbol in an architecture meant to be understood from the inside. In this study, students, ages 11 through 14, played an educational game based on a virtual temple. In an unstructured test in which students produced their own guided tours of the temple, those who played the game in a digital dome showed better factual recall (P < 0.05) than those who used a standard desktop.

EMQs for the MRCS Part A

Specifically designed to help candidates revise for the MRCS exam, this book features 250 extended matching questions divided into 96 themes, covering the whole syllabus. Containing everything candidates need to pass the MRCS Part A EMQ section of the exam, the book focuses intensively on topics relating to principles of surgery-in-general, including peri-operative care, post-operative management and critical care, surgical technique and technology, management and legal issues in surgery, clinical microbiology, emergency medicine and trauma management, and principles of surgical oncology. The high level of detail included within the questions and their explanations allows effective self-assessment of knowledge and quick identification of key areas requiring further attention. Varying approaches to extended matching questions are used, giving effective exam practice and guidance through revision and exam technique. This includes clinical case questions, positively-worded questions, requiring selection of the most appropriate of relatively correct answers; 'two-step' or 'double-jump' questions, requiring several cognitive steps to arrive at the correct answer; as well as factual recall questions, prompting basic recall of facts.

SBA MCQs for the MRCS Part A

Specifically designed to help candidates revise for the MRCS exam, this book features 350 Single Best Answer multiple choice questions, covering the whole syllabus. Containing everything candidates need to pass the MRCS Part A SBA section of the exam, it focuses intensively on the application of basic sciences (applied surgical anatomy, physiology, and pathology) to the management of surgical patients. The high level of detail included within the questions and their explanations allows effective self-assessment of knowledge and quick identification of key areas requiring further attention. Varying approaches to Single Best Answer multiple choice questions are used, giving effective exam practice and guidance through revision and exam technique. This includes clinical case questions, 'positively-worded' questions, requiring selection of the most appropriate of relatively correct answers; 'two-step' or 'double-jump' questions, requiring several cognitive steps to arrive at the correct answer; as well as 'factual recall' questions, prompting basic recall of facts.