Design und Evaluation eines Prüf-Studierenden-Kurses für studentische prospektive Multicenterstudien – ein CHIR-Net-SIGMA-Projekt zum forschenden Lernen

2019 ◽  
Vol 145 (06) ◽  
pp. 521-530 ◽  
Author(s):  
Lukas Rädeker ◽  
Marius Schwab ◽  
Pia Elena Frey ◽  
Mirco Friedrich ◽  
Svenja Sliwinski ◽  
...  
Keyword(s):  
Klinische Studien ◽  
Multiple Choice ◽  
Medical Audit ◽  
Post Test

Zusammenfassung Hintergrund Die Vermittlung wissenschaftlicher Kompetenzen im Medizinstudium ist mangelhaft. Dies setzt sich in der Weiterbildung fort und führt zunehmend zu einem Mangel an wissenschaftlich tätigen Ärzten. Das chirurgische Studiennetzwerk (CHIR-Net) hat ein studentisches Forschungsnetzwerk gegründet (SIGMA, Student-initiated German Medical Audit), um dem entgegenzuwirken. Ziel dieser Arbeit ist es, die Entwicklung, Umsetzung und Evaluation eines Prüf-Studierenden-Kurses (PSK) zu beschreiben, der Studierende zur eigenständigen Durchführung von klinischen Studien befähigen soll. Material und Methoden Anhand des Kernzyklus wurde ein 3-gliedriges Curriculum entwickelt, das aus Onlinetutorien, einer Wochenendpräsenzphase sowie einer Nachbereitungsperiode besteht. Die Lernziele wurden anhand der Bloom-Taxonomie des Wissens definiert. Die Lehrinhalte richteten sich nach Vorgaben der Koordinierungszentren für Klinische Studien (KKS-Netzwerk) und der Bundesärztekammer für ärztliche Prüferkurse sowie studienrelevanten Inhalten. Eine große Bandbreite an verschiedenen Lehrmethoden sowie Prüfungsformaten wurde eingesetzt. Durch Einbindung studienrelevanter Berufsgruppen wurde eine enge Verzahnung mit den Studierenden gewährleistet. Der Wissenszuwachs wurde anhand eines Multiple-Choice-Prä-Post-Tests evaluiert. Die Evaluation der Zufriedenheit der Studierenden erfolgte mittels einer 5-Punkte-Likert-Skala, wobei 5 eine volle Zustimmung markierte. Ergebnisse Der erste SIGMA-PSK wurde im Frühjahr 2018 erfolgreich implementiert. Die Präsenzphase fand im Februar 2018 mit 32 Studierenden aus 13 Standorten statt, wobei die Studierenden aus unterschiedlichen Semestern kamen. Im Mittel wurden im Prä-Test 53,8 ± 8,3% der Fragen korrekt beantwortet vs. 71,2 ± 7,2% im Post-Test (p < 0,0001). Die größte individuelle Verbesserung des Testergebnisses betrug 30%, die geringste Differenz zum Prä-Test 5%. Subjektive Evaluationsergebnisse des Kurses waren durchweg positiv mit einem durchschnittlichen Ergebnis von 4,63 ± 0,34 auf der 5-Punkte-Likert-Skala. Schlussfolgerung Eine Ausbildung von Medizinstudierenden in den Grundlagen klinischer Studien ist machbar. Ein kompakter PSK kann unter dem Einsatz moderner Lehrdidaktik die Studierenden auf die eigenständige Durchführung klinischer Studien vorbereiten.

scholarly journals Effects of Enhancement Techniques on L2 Incidental Vocabulary Learning

2018 ◽  
Vol 11 (3) ◽  
pp. 88
Author(s):  
Shiping Duan
Keyword(s):  
Incidental Learning ◽  
Vocabulary Learning ◽  
Multiple Choice ◽  
Vocabulary Knowledge ◽  
Vocabulary Size ◽  
New Words ◽  
Incidental Vocabulary ◽  
Post Test ◽  
Incidental Vocabulary Learning ◽  
Knowledge Scale

Enhancement Techniques are conducive to incidental vocabulary learning. This study investigated the effects of two types of enhancement techniques-multiple-choice glosses (MC) and L1 single-gloss (SG) on L2 incidental learning of new words and retention of them. A total of 89 university learners of English as a Freign Language (EFL) were asked to read the same reading texts with the two types of glossing and no glossing. Vocabulary acquisition was measured with the vocabulary knowledge scale (VKS). The results indicated that there were obvious vocabulary gains for both MC and SG groups. MC glossing is more conducive to incidental vocabulary learning than SG glossing in both immediate and delayed vocabulary post test. What’s more, learners with larger vocabulary size demonstrated much more significant gains than those with small ones.

scholarly journals PENGARUH PENGGUNAAN WAHANA EDMODO TERHADAP HASIL BELAJAR KOGNITIF C1-C3 PADA MATERI KINGDOM ANIMALIA KELAS X DI SMA MUHAMMADIYAH 7 YOGYAKARTA

10.29406/705 ◽  
2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Yulita Permatasari ◽  
Nani Aprilia
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Item ◽  
Post Test ◽  
Purposive Sample

Penelitian ini bertujuan untuk mengetahui pengaruh Edmodo terhadap hasil belajar C1-C3 pada materi Kingdom Animalia kelas X SMA Muhammadiyah 7 Yogyakarta semester genap tahun ajaran 2016/ 2017. Penelitian ini adalah penelitian kuantitatif dengan jenis penelitian Kuasi Eksperimen (Quasi Eksperimen). Teknik sampel dalam penelitian adalah teknik purposive sample. Sampel penelitian berjumlah 51. Instrumen yang digunakan dalam mengumpulkan data berupa tes hasil belajar kognitif (pre-test dan post-test), dengan tipe pilihan ganda (multiple choice item test). Teknik analisis data yang digunakan adalah statistik deskriptif inferensial dengan menggunakan uji prasyarat uji normalitas liliefors dan uji hipotesis uji wilcoxon dengan menggunakan nilai Z.  Hasil penelitian yang diperoleh adalah nilai hasil belajar kognitif C1-C3. Rata-rata hasil belajar kognitif C1-C3 siswa adalah 6,04 kelas kontrol dan 7,59 kelas eksperimenAnalisis data dilakukan menggunakan program penghitung statistik. Berdasarkan penelitian yang telah dilakukan, maka diperoleh │Z│> Zα/2 atau 4,485 > 1,96 dengan α = 0,025 sehingga hipotesis yang diperoleh adalah H0 ditolak dan H1 diterima berarti Penggunaan Edmodo berpengaruh terhadap hasil belajar kognitif C1-C3 siswa pada materi Kingdom Animalia kelas X di SMA Muhammadiyah 7 Yogyakata 

A Comparison of Traditional Classroom Instruction and Anchored Instruction with University General Education Students

1998 ◽  
Vol 13 (4) ◽  
pp. 99-109 ◽  
Author(s):  
John Langone ◽  
D. Michael Malone ◽  
Pamela M. Stecker ◽  
Eric Greene
Keyword(s):  
General Education ◽  
Traditional Instruction ◽  
Multiple Choice ◽  
Anchored Instruction ◽  
Future Research ◽  
General Education Students ◽  
Instruction Group ◽  
Post Test ◽  
Instruction Format

The effects of a traditional instruction format and an anchored instruction format on the immediate and long-term acquisition of knowledge of 100 university general education majors was examined. Participants were administered multiple-choice and essay format pre-tests, post-tests, and follow-up tests. Results revealed somewhat different within group patterns as well as important between group patterns. Both groups performed better on the post-test and follow-up test than on the pre-test. No differences between the two groups on the post-test were recorded. The anchored instruction group outperformed the traditional instruction group on the multiple-choice follow-up test and the traditional instruction group outperformed the anchored instruction group on the essay follow-up test. Implications for future research are discussed.

scholarly journals The Incidental Acquisition of English Prepositions by Arabic-Speaking EFL Learners: Evidence From Al Ain University of Science and Technology

SAGE Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. 215824401986149 ◽  
Author(s):  
Abdel Rahman Mitib Altakhaineh ◽  
Mona Kamal Ibrahim
Keyword(s):  
Reading Comprehension ◽  
Treatment Group ◽  
Multiple Choice ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Efl Learners ◽  
Al Ain ◽  
Post Test ◽  
Arabic Speaking

This study examined the incidental acquisition of English prepositions by Arabic-speaking English as a foreign language (EFL) learners. Employing reading comprehension exercises as a treatment, we adopted the experimental design of a pre- and post-test to determine the effectiveness of the treatment on the participants’ incidental acquisition of English prepositions. For the purpose of the study, we divided the participants into a treatment group, who engaged in reading comprehension exercises for one academic term, and a control group, who did not. We used a multiple-choice test and a fill-in-the-blank test to measure the participants’ receptive and productive knowledge of English prepositions, respectively. We also conducted an introspective session with the treatment group following the administration of the post-tests to determine the areas of difficulty. The results of the study mainly indicated that reading accompanied by exercises resulted in better incidental gains in the acquisition of English prepositions, especially on the multiple-choice test. The study concludes with recommendations for further research.

scholarly journals IMPROVING STUDENTS’ MOTIVATION IN STUDYING ENGLISH USING AUDIO-LINGUAL METHOD

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Alfa E. J. Wullur ◽  
Nitha V. F. Liando ◽  
Rinny Rorimpandey
Keyword(s):  
Experimental Design ◽  
Multiple Choice ◽  
Test Design ◽  
Motivation To Learn ◽  
Grade Student ◽  
Seventh Grade ◽  
Teaching Motivation ◽  
Post Test ◽  
The Subject ◽  
Seventh Grade Student

This research is based on the students’ motivation in studying English. It intends to prove that students can improve their motivation and it is seen in their achievement in their study. The purpose of this research is to prove that this method is effective in order to improve students’ motivation to learn English. This research is conducted at SMP Negeri 11 Bitung. The subject of this research is a seventh-grade student of SMP Negeri 11 Bitung consisted of 24 students. The design of this research is a pre-experimental design with one group pre-test and post-test design. The data are collected through multiple choice as an instrument and with questionnaires and interviews to support the data. In analyzing the data writers use percentage formula. The result of this research shows that the score of the post-test is higher (72.09%) than the score of the pre-test (44.16%). Based on the fact of the result of this research, it can be concluded that the Audio-lingual method is effective to be applied in class to improve students’ motivation in studying English. Keywords: Teaching; Motivation; Audio-lingual method.

scholarly journals ENRICHING VOCABULARY THROUGH SOCIAL INTERACTION MODEL

2015 ◽  
Vol 4 (1) ◽  
pp. 40
Author(s):  
Siti Maryam Hamid
Keyword(s):  
Social Interaction ◽  
Standard Deviation ◽  
Multiple Choice ◽  
Interaction Model ◽  
T Test ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Significant Difference ◽  
Post Test ◽  
The Mean

The objective of this research was to find out the significance of the students’ achievement before and after learning vocabulary through Social Interaction Method at the eight class of SMP Guppi Samata Gowa. This research employed pre-experimental method with one group pretest and posttest design. There were two variables, namely dependent variable was the students’ vocabulary achievement and the independent variable was the application of Social Interaction Model in teaching vocabulary. The population was the students in the eighth grade of SMP Guppi Samata Gowa. The sample of the research consisted of 50 students which were taken by using cluster total sampling, 25 students were taken as an experimental class and 25 students were taken as a controlled class. The instrument was vocabulary test in the multiple-choice test. The multiple choice test consists of 10 items that consist of five choices. The findings of the research were students vocabulary used pre-test and post-test. The result of the data indicated that there was a significant difference between students’ post-test in experimental class and controlled class. The mean score of posttest (61.6) in experimental class was greater than the mean score of posttest (56) in controlled class and the standard deviation of posttest (8.94) in experimental class was greater than the standard deviation of posttest in controlled class (6.29). From t-test, the researcher found that the value of t-test (2.553) was greater than t-table (2.021) at the level of significance 0.05 with the degree of freedom (df) = 48.

scholarly journals Use of Student-generated Multiple Choice Questions to Enhance Team-based Learning of Anatomy at the University of Rwanda

2019 ◽  
Author(s):  
ISAIE SIBOMANA ◽  
Irenee David Karenzi ◽  
Irenee Niyongombwa ◽  
Jean Claude Byiringiro ◽  
Julien Gashegu ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Test Scores ◽  
Multiple Choice ◽  
Cost Effective ◽  
Human Anatomy ◽  
Multiple Choice Questions ◽  
Team Based Learning ◽  
Post Test ◽  
The University ◽  
Anatomy Teaching

Abstract Introduction: Teaching of human anatomy has undergone significant changes in last 3 decades. At the University of Rwanda, anatomy is being taught using team-based learning (TBL). While student generated multiple choice questions (MCQs) stimulate deeper thinking of a given topic, their impact on anatomy learning is not known. This study aimed to improve anatomy teaching and student satisfaction by combining both models. Methods: It was a comparative interventional study where two similar chapters of anatomy were selected and one taught using team based learning while the other one, in addition to TBL, student were encouraged to set MCQs while studying. Pre- and post-test scores were analysed using SPSS 23 and student t-test was used to compare the mean score obtained. Results: 31 medical students were recruited. Pre-test mean scores in both chapters were 25.10 and 25.19 over 50 for chapter 1 and chapter 2 respectively. Although the students’ post-test scores improved after teaching for each chapter, it was much more for chapter 2 than chapter one with mean score of 39.97 and 32.45 over 50 respectively (P<0.05). Despite such improvement, setting MCQs was not easy in almost a half of students. Conclusion: This study has found that student generated MCQs can be used as a simple and cost effective tool to enhance TBL learning of anatomy. Keywords: Anatomy, teaching, MCQs, TBL, University of Rwanda

scholarly journals Modified tutorials in Pharmacology for Medical students using case based learning and multiple choice questions

2019 ◽  
Vol 8 (6) ◽  
pp. 1243
Author(s):  
Sowmya Kaniganti ◽  
Nachiket Shankar ◽  
Satya Kishore Chivukula
Keyword(s):  
Test Scores ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Learning Tool ◽  
Post Test ◽  
Case Based Learning ◽  
Group 2 ◽  
Self Learning ◽  
Case Based ◽  
Group 1

Background: Active student centred learning is the need of the hour. Objectives being to compare the difference in the post test scores between students exposed to Case based learning (CBL) and Multiple choice questions (MCQ) (learning tool) during tutorials in Pharmacology for 2nd MBBS students. To understand the perception of students regarding teaching learning tools used in the study.Methods: This was a mixed methods study. Sixty eight students were divided into 2 groups. Hypertension and angina was discussed as CBL for Group 1 and as MCQ (Learning tool) for Group 2. One week later, cross over was done, Thyroid and Diabetes was discussed as MCQ for Group 1 and as CBL for Group 2. Post-test MCQ, pre validated questions (Likert scale) and open ended questions (qualitative) were distributed. Statistical Analysis: Difference in the post test scores in both the groups was analyzed using independent sample t test.Results: There was no significant difference in post test scores between CBL and MCQ groups. Questionnaire analysis suggested that both the methods provoked self-learning (45%). Thematic analysis demonstrated the positive experiences like motivated self-learning, clinical application, better understanding than theory classes and drawbacks being time consuming and fear of presentation.Conclusions: Since the study included both qualitative and quantitative analysis, the results can be elucidated comprehensively. This study implies that CBL and MCQ are effective and can be implemented into the curriculum of Pharmacology. This study can serve as an evidence to incorporate these tools in the curriculum.

scholarly journals The Effect of Incidental Learning on the Comprehension of English Affixes by Arabic-Speaking EFL Learners: Acquisition and Application

2017 ◽  
Vol 15 (4) ◽  
pp. 405-423 ◽  
Author(s):  
Abdel Rahman Altakhaineh ◽  
Aseel Zibin
Keyword(s):  
Experimental Design ◽  
Incidental Learning ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Efl Learners ◽  
Before And After ◽  
Post Test ◽  
Arabic Speaking ◽  
And Control

This study aims to examine the effect of incidental learning on the comprehension of 30 English affixes by 50 Arabic-speaking EFL learners in an attempt to determine which affixes are more easily comprehended. We adopt the experimental design of a pre- and post-test to measure the participants’ knowledge of English affixes before and after the treatment, which involved taking part in the prediction of the meaning of English affixed words in context for one academic semester. To this end, we divided the 50 participants into two groups: treatment and control. We administered a 30-item multiple choice test as the pre- and post-test to determine whether the treatment helped the participants expand their knowledge of English affixes.

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