Self-directed learning in gross human anatomy: Assessment outcomes and student perceptions

2008 ◽  
Vol 1 (4) ◽  
pp. 145-153 ◽  
Author(s):  
Gayle Smythe ◽  
Diane Hughes
Keyword(s):  
Student Perceptions ◽  
Human Anatomy ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Assessment Outcomes

Self-Directed Learning: Faculty and Student Perceptions

2001 ◽  
Vol 40 (3) ◽  
pp. 116-123
Author(s):  
Ola I Lunyk-Child ◽  
Dauna Crooks ◽  
Patricia J Ellis ◽  
Cottie Ofosu ◽  
Linda O'Mara ◽  
...  
Keyword(s):  
Student Perceptions ◽  
Self Directed Learning ◽  
Directed Learning

scholarly journals Assessment of students’ satisfaction with a student-led team-based learning course

2015 ◽  
Vol 12 ◽  
pp. 23 ◽  
Author(s):  
Justin W. Bouw ◽  
Vasudha Gupta ◽  
Ana L. Hincapie
Keyword(s):  
Focus Group ◽  
Student Perceptions ◽  
Group Discussion ◽  
Barriers To Success ◽  
Self Directed Learning ◽  
Group Data ◽  
Team Based Learning ◽  
Focus Group Data ◽  
Directed Learning ◽  
Students Satisfaction

Purpose: To date, no studies in the literature have examined student delivery of team-based learning (TBL) modules in the classroom. We aimed to assess student perceptions of a student-led TBL elective. Methods: Third-year pharmacy students were assigned topics in teams and developed learning objectives, a 15-minute mini-lecture, and a TBL application exercise and presented them to student colleagues. Students completed a survey upon completion of the course and participated in a focus group discussion to share their views on learning. Results: The majority of students (n=23/30) agreed that creating TBL modules enhanced their understanding of concepts, improved their self-directed learning skills (n=26/30), and improved their comprehension of TBL pedagogy (n=27/30). However, 60% disagreed with incorporating student-generated TBL modules into core curricular classes. Focus group data identified student-perceived barriers to success in the elective, in particular the development of TBL application exercises. Conclusion: This study provides evidence that students positively perceived student-led TBL as encouraging proactive learning from peer-to-peer teaching.

scholarly journals Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

scholarly journals CONSIDERATIONS FOR DEVELOPMENT OF CRITICAL REFLECTION SKILLS IN FIRST-YEAR ENGINEERING INFORMED THROUGH STUDENT PERSPECTIVES

2020 ◽  
Author(s):  
Elizabeth DaMaren ◽  
Danielle Pearlston ◽  
Stephen Mattucci
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Critical Reflection ◽  
Engineering Students ◽  
First Year ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Student Activities ◽  
Academic Settings ◽  
Directed Learning

Reimagined curriculum models offer new possibilities for embedding durable competencies into the curriculum, including critical reflection, which promotes the development of self-directed learning skills. However, students often perceive these skills as unimportant with pre-existing biases focusing on technical content as the core of engineering.  The primary goal of this work was to identify key considerations when integrating critical reflection into engineering curricula, specifically in the context of first-year engineering, to promote the development of student self-directed learning skills.  This work was framed within the Students-as-Partners (SaP) approach, where two undergraduate students worked in collaboration with the instructor. To gather information regarding student perceptions of critical reflection, focus groups were conducted for first-year engineering students and students familiar with reflection.  Qualitative thematic analysis was performed on the focus group data and key insights were identified and categorized into five themes: approaches, supporting students, evaluation and framing, development pathway and value, and reflection for engineers. Suggested learning outcomes, student activities, and evaluation methods are proposed. These findings are applicable to implementing reflection across a variety of academic settings, as they highlight main considerations and challenges faced with reflection from the perspective of students in multiple programs. 

scholarly journals Understanding Barriers to Student Success: What Students Have to Say

2017 ◽  
Author(s):  
Elizabeth Kuley ◽  
Sean Maw ◽  
Terry Fonstad
Keyword(s):  
Student Success ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Engineering Students ◽  
First Year ◽  
Self Directed Learning ◽  
Directed Learning ◽  
College Of Engineering ◽  
The University

This paper focuses on feedback received from a set of qualitative questions that were administered to undergraduate students in the College of Engineering at the University of Saskatchewan, as part of a larger mixed methods study. The larger study aims to identify what characteristics, if any, can predict or are related to student success; The “start-stop-continue” method was utilized to assess student perceptions about  their success in the college as a whole. The students were asked: Are there any specific things that you can think of that act/acted as barriers to your success in engineering (stop)? What could the college do/change to make first year more successful for engineering students (start)? Is there anything in your engineering degree so far that you feel is done well and helps students succeed (continue)? Students identified the quality of instruction early in their program as well as adjustment to college workloads and self-directed learning as the most significant barriers tostudent success.

scholarly journals Student perceptions and learning outcomes of blended learning in a massive first-year core physiology for allied health subjects

2017 ◽  
Vol 41 (1) ◽  
pp. 44-55 ◽  
Author(s):  
Janelle Page ◽  
Terri Meehan-Andrews ◽  
Nivan Weerakkody ◽  
Diane L. Hughes ◽  
Joseph A. Rathner
Keyword(s):  
Student Perceptions ◽  
Allied Health ◽  
Learning Experience ◽  
School Achievement ◽  
Mode Of Delivery ◽  
Self Directed Learning ◽  
Didactic Teaching ◽  
Face To Face ◽  
Directed Learning ◽  
The Subject

Evidence shows that factors contributing to success in physiology education for allied health students at universities include not only their high school achievement and background but also factors such as confidence with their teachers and quality of their learning experience, justifying intensive and continued survey of students’ perceptions of their learning experience. Here we report data covering a 3-yr period in a physiology subject that has been redesigned for blended and online presentation. Consistent with previous reports, we show that when we undertook a blended mode of delivery, students demonstrated better grades than traditional modes of teaching; however the absence of didactic teaching in this subject resulted in lower grades overall. Students have very strong positive attitudes to weekly quizzes (80% positive approval) but report ambivalent attitudes to online self-directed learning (61% negative perception), even though they had 2-h weekly facilitated workshops. Overwhelmingly, students who undertook the subject in a self-directed online learning mode requested more face-to-face-teaching (70% of comments). From these data, we suggest that there is a quantifiable benefit to didactic teaching in the blended teaching mode that is not reproduced in online self-directed learning, even when face-to-face guided inquiry-based learning is embedded in the subject.

scholarly journals E-Learning for Enhancement of Medical Student Performance at the Objective Structured Clinical Examination (OSCE) in the COVID-19 Era

2020 ◽  
Author(s):  
Kyong-Jee Kim ◽  
Yeon Ji Lee ◽  
Mi Jin Lee ◽  
Young Hyo Kim
Keyword(s):  
Student Perceptions ◽  
Educational Intervention ◽  
Clinical Performance ◽  
National Average ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Clinical Competencies ◽  
E Learning ◽  
Directed Learning ◽  
The Impact

Abstract Background: This study aimed to investigate the impact of student self-directed e-learning on the development of clinical competencies.Methods: The study participants were 3rd year students (n = 43) at a private mid-sized medical school located in a South Korean suburb on a four-year medical program. Educational intervention was implemented to enhance student clinical performance. Students engaged in learning activities that intended to promote their self-directed learning abilities and clinical performances using e-learning resources. Intervention was conducted for the duration of six months during the 3rd year and its effectiveness was investigated by comparing student performances in OSCEs in a pre- and post- comparison format and also by comparing them with national scores. In addition, student perceptions of the impact of e-learning on their OSCE performances were assessed using a questionnaire, which included 36 items that elicited student perceptions of their experiences of e-learning and readiness for e-learning.Results: Student OSCE scores improved significantly after educational intervention in all domains of clinical competencies assessed and for total scores (p < 0.001). Furthermore, students achieved higher OSCE scores than national average scores in the post-test, whereas they had performed lower than national average scores in the pre-test. Students showed neutral or slightly positive responses to the effectiveness of e-learning, and their perceptions of e-learning were not associated with their e-learning readiness scores.Conclusions: The study shows student OSCE performance improved significantly after educational intervention. Our findings indicate the effectiveness of e-learning supporting self-directed learning of clinical performance by medical students. Despite significant improvements in student OSCE scores after e-learning, their perceptions of its effectiveness were neutral. Furthermore, student perceptions of e-learning were not associated with their readiness for e-learning. Suggestions are made to help students use e-learning more effectively to enhance their clinical competencies.

scholarly journals An online catalog of muscle variants: Student perceptions of a new opportunity for self-directed learning

2018 ◽  
Vol 32 (2) ◽  
pp. 131-140
Author(s):  
Logan S. Bale ◽  
Sean O. Herrin ◽  
Natasha M. Brandt ◽  
Naomi M. Enos
Keyword(s):  
Student Perceptions ◽  
Online Survey ◽  
Case Reports ◽  
Gross Anatomy ◽  
Fisher Exact Test ◽  
Self Directed Learning ◽  
Exact Test ◽  
Survey Questions ◽  
Online Resource ◽  
Directed Learning

Objective: Muscle variants are common findings in dissection laboratories. These anomalous structures can be relevant in the diagnosis and management of certain conditions and therefore could be incorporated into anatomy curricula at chiropractic colleges. We aimed to create an online resource of muscle variants to facilitate student self-directed learning within this area of study. Methods: At the time of their discovery during routine educational dissection, muscle variants included in the catalog were documented and subsequent case reports written. All content created for this resource, including photographs and videos, was hosted on the institution's learning management system. Students enrolled in our doctor of chiropractic program were invited to view the catalog and encouraged to leave feedback by completing an online survey. Results: Student responses to Likert-style survey questions generally indicated high levels of satisfaction regarding the utility and features of the catalog. Open-ended and Likert-style survey questions were used to help guide the future directions of this developing resource. Concurrent anatomy students were not more likely to contribute to the catalog compared to students who had previously completed the university's anatomy course series (p = .75, 2-tailed Fisher exact test). Conclusion: An online supplement to graduate-level gross anatomy courses can aid in the instruction of muscle variants by providing an opportunity for student self-directed learning. This resource will be updated continually and will be expanded on to include neurovascular and visceral variants. Student participation will be sought in developing future content to be included in this catalog.

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