Undergraduate Medical Students' Usage and Perceptions of Anatomical Case-Based Learning: Comparison of Facilitated Small Group Discussions and eLearning Resources

2018 ◽  
Vol 12 (3) ◽  
pp. 245-256 ◽  
Author(s):  
Jane C. Holland ◽  
Teresa Pawlikowska
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Undergraduate Medical Students ◽  
Group Discussions ◽  
Small Group Discussions ◽  
Case Based Learning ◽  
Case Based

scholarly journals Opinion of undergraduate medical students of North Karnataka on case based learning for teaching Medical Microbiology

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Sudheendra Kulkarni ◽  
Chandrakant Chillarge ◽  
Kumar Sai Sailesh
Keyword(s):  
Medical Students ◽  
Likert Scale ◽  
Medical Sciences ◽  
Undergraduate Medical Students ◽  
Practical Applications ◽  
Medical Microbiology ◽  
Case Based Learning ◽  
Second Year ◽  
Self Administered Questionnaire ◽  
Case Based

The present study was undertaken to observe the student's opinion regarding the case based learning for teaching medical microbiology. The study was conducted in the Department of Microbiology, Bidar Institute of Medical sciences, Bidar, North Karnataka. 100 second, year MBBS students were included in the study. Students were exposed to case based lecture (topic-H.Pylori). After the Case based learning (CBL), the opinion of students was taken by using self administered questionnaire with 5 point likert scale. In the present study most of the student's preferred case based learning. We recommend including CBL as a part and parcel of medical microbiology curriculum for better understanding of subject and for practical applications.

scholarly journals Analisis Pembelajaran SGD (Small Group Discussion) pada Blok Neuroendokrin dan Indra Khusus sebagai Upaya Meningkatkan Motivasi Belajar Mahasiswa Kedokteran UNS Angkatan 2018

2019 ◽  
Author(s):  
Rifki Taufiqurrohman
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Learning Motivation ◽  
Small Group Discussion ◽  
Learning Method ◽  
Group Discussions ◽  
School Of Medicine ◽  
Small Group Discussions

The SGD learning method applied at the Sebelas Maret University School of Medicine is a Problem Based Learning learning adapted from the tutorial learning method. This learning method emphasizes the activeness of students in small group discussions. Based on the results of the study, the SGD learning method was able to increase the learning motivation of UNS medical students.

scholarly journals Evaluating The Effectiveness of Gastroenterology e-Module for Undergraduate Medical Students, A Pilot Study From Syria

2021 ◽  
Author(s):  
Bashar Almasri ◽  
Mayssoon Dashash
Keyword(s):  
Medical Students ◽  
Undergraduate Medical Students ◽  
Effective Learning ◽  
Learning Experiment ◽  
Self Confidence ◽  
Online Lectures ◽  
Significant Difference ◽  
Case Based Learning ◽  
E Learning ◽  
Case Based

Abstract BackgroundE-learning is an aspect of the practical application of pedagogy. Most students find it an entertaining and effective learning method. Also, case-based learning is related to pedagogy and is an interactive and enjoyable experiment for students. In Syrian medical schools, Gastroenterology teaching is depending on traditional teacher-centered style, passively affecting learning outcomes and imposing the search for other up-to-date alternatives. The study aimed to evaluate the effectiveness of a case-based, E-Module of gastroenterology in fulfilling desired outcomes, and to evaluate students' satisfaction with the e-learning experiment, their self-confidence improvement, and their perception of the experiment's obstacles. Methods13 undergraduate medical students were enrolled. A pretest was conducted, then they participated in 6 synchronous online lectures, and 6 asynchronous lectures which were subjects to the discussion. Students then took a posttest and answered a questionnaire composed of 15 questions measuring their satisfaction with the experiment, self-confidence improvement, and obstacles they faced. ResultsThe mean students' degrees in the pretest was 41.5%, while it was 66.8% in the posttest with a statistically significant difference. There was no statistical difference in posttest between students' answers regarding synchronous lectures compared with asynchronous ones. The best results were related to students' perception of self-confidence improvement after the e-learning experiment.ConclusionsE-learning plays an important role regarding students' level of knowledge improvement. Most of the participants show satisfaction with their knowledge and self-confidence improvement after the E-learning experiment.

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