scholarly journals BASIC MEDICAL SCIENCES AND PROBLEM-BASED LEARNING: PITFALLS AND POSSIBLE IMPROVEMENT FROM THE PERSPECTIVE OF TEACHERS AND STUDENTS

2020 ◽  
Vol 9 (3) ◽  
pp. 207
Author(s):  
Teuku Renaldi ◽  
Said Usman ◽  
Maimun Syukri ◽  
Sofia Sofia ◽  
Dedy Syahrizal
Keyword(s):  
Group Discussion ◽  
Problem Based Learning ◽  
Phenomenological Approach ◽  
Medical Sciences ◽  
Self Directed Learning ◽  
Clinical Teachers ◽  
Constructive Learning ◽  
Teachers And Students ◽  
Hybrid Curriculum ◽  
Basic Medical

Background: Basic medical sciences are essential foundation for the constructive learning of clinical sciences. Faculty of Medicine, Universitas Syiah Kuala is currently implementing Problem-based learning (PBL) for basic medical sciences. Studies have been conducted in many places with inconsistently different results that it is impossible to draw theoretical and practical conclusions regarding the implementation of PBL for basic medical sciences. This study aimed to evaluate the implementation of PBL for basic medical sciences at Faculty of Medicine, Universitas Syiah Kuala from the perspectives of pre-clinical teachers, clinical teachers and medical students.Methods: This is a qualitative study with a phenomenological approach. Respondents were pre-clinical teachers, clinical teachers and medical students. Data collection were carried out by using focused-group discussion (FGD). Data analysis was carried out qualitatively by using thematic analysis.Results: This study identified three themes: (1) integrated thematic blocks are not adequate for the learning of basic medical sciences, (2) inadequacy of basic medical sciences practice activities, and (3) possible improvements through curriculum revision.Conclusion: The implementation of PBL in the form of integrated blocks for basic medical sciences is not adequately constructive to prepare students to learn clinical sciences. Hybrid curriculum which incorporates conventional methods for basic medical sciences and PBL for clinical sciences is recommended to improve students’ constructive learning. Further studies on hybrid curriculum is needed to evaluate its effect of basic medical sciences. Keywords: Basic medical sciences, Problem-based learning (PBL), practical session, hybrid curriculum, constructive learning, self-directed learning.

scholarly journals Hybrid problem based learning: An innovative teaching learning method – Reflective experience

2021 ◽  
Vol 8 (2) ◽  
pp. 68-73
Author(s):  
Balaji Arumugam ◽  
K R S Sivapriya
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Community Medicine ◽  
Small Group Discussion ◽  
Learning Method ◽  
Self Directed Learning ◽  
Innovative Teaching ◽  
Traditional Lectures ◽  
Teaching Learning

The concept of Problem-based Learning (PBL) was first introduced at McMaster University in the late 1960s and was subsequently accepted widely by the medical schools throughout the world. hPBL has been intuitively viewed by many as a cocktail curriculum of McMaster style of small group discussion PBL (generally referred to as “pure PBL”) with the blending of variable amounts of traditional lectures, practical sessions and case-studies. Objectives: The study was done as an introduction of innovative teaching learning method and its learning experiences by students and faculty involved. The innovative teaching learning method was adapted during the year July – October - 2019 when the students were posted in the department of community medicine for four weeks. The TL methods included were blended lectures; case scenarios (clinico social case pertaining to community medicine subject), pre test and post test MCQs, case presentation and in small group discussion were done. The experiences were obtained as the reflective writing from the students and the faculty involved in implementation of h-PBL. Majority of the students expressed that the learning was useful, interactive, thought provoking, interesting and the group discussion paved the way for communication skill development among the peers. The students said that the learning happened actively and scope for self directed learning was also incorporated in the implementation of h-PBL. Faculties involved were very enthusiastic especially during the group discussions, because the sociogram was excellently represented that almost all the students took part in the discussion. The h-PBL can be a part of the regular curriculum during the clinical postings which can include case based learning with blended lectures.

scholarly journals Applying ‘case method’ in the teaching of basic medical sciences in a medical curriculum

2016 ◽  
Vol 15 (1) ◽  
Author(s):  
Naznin Muhammad ◽  
Nor Zamzila Abdullah ◽  
Pakeer Oothuman ◽  
Yi Yi Myint
Keyword(s):  
Focus Group ◽  
Focus Group Discussion ◽  
Medical Curriculum ◽  
Group Discussion ◽  
Teaching Methodology ◽  
Case Method ◽  
Medical Sciences ◽  
Use Of Time ◽  
Content Expert ◽  
Basic Medical

Introduction: Case method (CM) as a teaching methodology to promote active learning of students has been successfully employed in a number of fields. In the Medical Programme of International Islamic University Malaysia (IIUM) we examined the application of CM in the teaching of basic medical sciences by integrating knowledge in these disciplines into the clinical sciences in a large group of students. Methods: This study involved Phase I preclinical medical students (Years 1 and 2). Thirteen CM modules were developed. A content-expert facilitator led a two-hour session for each of the modules which involved a class of about 130 students. Following such an implementation, the perception of students towards CM was studied through a self-administered questionnaire and focus group discussion. Results: More than 70% of these students agreed that CM sessions made efficient use of time. The structure promoted learning and helped develop problemsolving skills. CM sessions also provided opportunities for tutor participation and feedback. About 80% of Year 1 students and 60% of Year 2 students preferred to have both Problembased Learning and CM incorporated into the medical curriculum of IIUM. Findings of the focus group discussion are discussed. Conclusions: CM has a role in the teaching of the applied aspects of various disciplines of basic medical sciences.

scholarly journals Self-Directed Learning for Learner Autonomy: Teachers' and Students' Perceptions

2019 ◽  
Vol 1 ◽  
pp. 62-73
Author(s):  
Luk Gharti
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Group Discussion ◽  
Learner Autonomy ◽  
Primary Data ◽  
Self Directed Learning ◽  
Teachers And Students ◽  
Directed Learning ◽  
Master Level

The research entitled Self-directed Learning for Learner Autonomy: Perceptions of Teachers and Students was carried out to explore the perceptions about Self Directed Learning (SDL) for Learner Autonomy (LA) and analyze the roles of teachers to engage students in SDL. Considering the objectives, the primary data was collected from five master level English Language Teaching (ELT) teachers and three groups of master level students from Pokhara, Kaski. The purposive non-random sampling procedure was used to select the participants. The study was conducted using in-depth interview and Focused Group Discussion (FGD) tools to collect data. The obtained data from the respondents were analyzed and interpreted using analytical and interpretative procedure. It is a new approach in language teaching and learning in Nepalese context though it has been practicing since earlier. The finding shows that all the respondents have positive perceptions and its great contribution for developing LA. SDL helps learners to achieve better achievement and effective learning. It helps teachers to find the necessary changes and increases motivation to the learners to learn. But because of student’s unawareness, time constraint, no inspirations of institutions, student’s false assumptions, lack of insight knowledge about SDL, etc are creating the challenges in its proper application. In the study, the teachers’ roles are facilitator, helper, and resource provider by creating different situation, encouraging, orientating, inspiring, using Information Communication Technology (ICT) and using multimodality in the classroom.

College launches National Anatomy Project

2007 ◽  
Vol 89 (1) ◽  
pp. 19-19 ◽  
Author(s):  
Dick Rainsbury ◽  
Alex Barbour ◽  
Vishy Mahadevan
Keyword(s):  
Communication Skills ◽  
Medical Curriculum ◽  
Human Anatomy ◽  
General Level ◽  
Medical Sciences ◽  
Self Directed Learning ◽  
Surgical Trainees ◽  
Directed Learning ◽  
The Uk ◽  
Basic Medical

The detailed study of topographical human anatomy based on cadaver dissections has for centuries been an essential, integral and traditional part of the undergraduate medical curriculum in the UK. However, in 1993, following a comprehensive review of the existing curriculum, increased emphasis was placed on issues such as communication skills, self-directed learning, etc. This has unfortunately resulted in a corresponding reduction in the amount of time allocated to the study of basic medical sciences, including human anatomy. Several medical schools have since abandoned dissection-based anatomy teaching altogether. As a consequence, there has been a noticeable and serious decline in the general level of applied anatomical knowledge displayed by senior medical students and surgical trainees.

PROFESSORS' PERCEPTION OF SCIENTIFIC ACTIVITY IN THE FACULTY OF MEDICAL SCIENCES OF THE UNIVERSITY OF GUAYAQUIL

2020 ◽  
Vol 8 (10) ◽  
pp. 70-76
Author(s):  
Jorge Daher Nader ◽  
Amelia Patricia Panunzio ◽  
Marlene Hernández Navarro
Keyword(s):  
Scientific Research ◽  
Scientific Activity ◽  
Medical Sciences ◽  
Research Activity ◽  
University Environment ◽  
Empirical Level ◽  
Teachers And Students ◽  
Scientific Nature ◽  
The University

Research is considered a function aimed at obtaining new knowledge and its application for the solution to problems or questions of a scientific nature, The universities framed in the fulfillment of their social function have a complex task given by training a competent professional who assumes research as part of their training and who learns to ask questions that they are able to solve through scientific research.  Scientific research is an indicator of the quality of processes in the university environment, so it must be increased by virtue of the results of the work carried out by research teachers and students the objective of this work is to know the perception of the teachers of the Faculty of Medical Sciences of the University of Guayaquil about the scientific activity. Objective: to know the perception of the teachers of the Faculty of Medical Sciences of the University of Guayaquil about the scientific activity. Methods: theoretical and empirical level were used, a questionnaire with closed questions aimed at knowing the opinions on the research activity in this institution was applied. Result: that of the sample analyzed 309 (39.3%) said they agreed with the training for the writing of scientific articles. 38.6% said they agree with the training on research projects. Conclusion: that teacher’s research should be enhanced to ensure the formation and development of research skills in students.

Using problem-based learning in a Chinese character class design: A case study of Korean learners of Chinese

2019 ◽  
Vol 3 (2) ◽  
pp. 129-138
Author(s):  
Eun Young Jang ◽  
Heung Soo Park ◽  
Yeon Sil Jeong
Keyword(s):  
Character Education ◽  
Chinese Character ◽  
Chinese Language ◽  
Problem Based Learning ◽  
Learning Ability ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Learning Attitudes ◽  
Teaching Learning ◽  
Korean Learners

This study attempted to try out Chinese-character education centering on experience and learners away from existing lecture-centered, teacher-centered education. For this purpose, problem-based learning (PBL) was proposed as one of the Chinese-language ability-enhancement measures for Korean learners of the Chinese language, and in order to examine the effect, we attempt to use the PBL tasks in the ‘Chinese-language reading’ class at a university for basic Chinese-language learners and analyze the results. PBL is a teaching-learning method in which learners focus on learning by using problems. In this study, we attempted to use PBL for the group work format. In this way, we can confirm that the class using the PBL has many advantages, such as improving learning ability and problem-solving ability, and strengthening cooperation. In addition, it was found that PBL is worthwhile to try because it is effective in inducing learning motivation, improving attention and interest in Chinese-character learning, improving learning attitudes of learners, and developing self-directed learning abilities.

A checklist to help students analyze published articles in basic medical sciences.

1995 ◽  
Vol 268 (6) ◽  
pp. S21 ◽  
Author(s):  
P K Rangachari ◽  
S Mierson
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Biomedical Sciences ◽  
Medical Sciences ◽  
Student Responses ◽  
Life Long Learning ◽  
Research Article ◽  
Reading Textbooks ◽  
Scientific Life ◽  
Basic Medical

Because critical analysis of published information is an essential component of scientific life, it is important that students be trained in its practice. Undergraduate students who are more accustomed to reading textbooks and taking lecture notes find it difficult to appreciate primary publications. To help such students, we have developed a checklist that helps them analyze different components of a research article in basic biomedical sciences. Students used the checklist to analyze critically a published article. The students were assigned an article and asked to write a paper (maximum 2 pages of single-spaced type) assessing it. This assignment has been found useful to both undergraduate and graduate students in pharmacology and physiology. Student responses to a questionnaire were highly favorable; students thought the exercise provided them with some of the essential skills for life-long learning.

Effectiveness of instructional computers in teaching basic medical sciences

1979 ◽  
Vol 13 (3) ◽  
pp. 189-193 ◽  
Author(s):  
DIANE L. ESSEX ◽  
W. E. SORLIE
Keyword(s):  
Medical Sciences ◽  
Basic Medical
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