scholarly journals Integrating Ultrasound Teaching into Preclinical Problem-based Learning

2016 ◽  
Vol 6 ◽  
pp. 38 ◽  
Author(s):  
Eli Tumba Tshibwabwa ◽  
Jenifer Cannon ◽  
James Rice ◽  
Michael G Kawooya ◽  
Reza Sanii ◽  
...  
Keyword(s):  
Clinical Teaching ◽  
Clinical Medicine ◽  
Research Question ◽  
Image Interpretation ◽  
Ultrasound Image ◽  
Problem Based Learning ◽  
Control Group ◽  
High Definition ◽  
Hands On ◽  
Experimental Group

Objectives:The aim is to provide students in the preclinical with ultrasound image interpretation skills. Research question: Are students in smaller groups with access to a combination of lectures and hands-on patient contact most likely to have better ultrasound image interpretation skills, than students in larger groups with only interactive didactic lectures?Methodology:First-year students at the preclinical Program of the College of Medicine, participated in two 2-h introductory interactive ultrasound sessions. The study comprised two cohorts: 2012/2013 students, who were offered large group teaching (LGT) sessions (control group), and 2013/2014 students, who received the intervention in small group learning problem-based learning (PBL) sessions (experimental group). The overall learning objectives were identical for both groups. The success of the module was evaluated using pre- and post-tests as well as students’ feedback.Results:The students in the experimental group showed significantly higher scores in interpretations of images than those in the control group. The experimental group showed achievement of learning outcomes along with higher levels of satisfaction with the module compared to the latter.Conclusion:Posttest knowledge of the basics of ultrasound improved significantly over the pretest in the experimental group. In addition, students’ overall satisfaction of the ultrasound module was shown to be higher for the PBL compared to the LGT groups. Small groups in an interactive and PBL setting along with opportunities for hands-on practice and simultaneous visualization of findings on a high definition screen should enhance preclinical student learning of the basics of ultrasound. Despite the potential of ultrasound as a clinical, teaching and learning tool for students in the preclinical years, standardized recommendations have yet to be created regarding its integration into the curricula within academic institutions and clinical medicine. The interactive and PBL is here to stay at the college of medicine. Further research would be carried out to see if this trend persists in the upcoming vertical system-based curriculum of the college of medicine.

The Effectiveness of the Cooperative Problem-Based Learning Model in Learning Statics in Vocational Education

2021 ◽  
Vol 12 (3) ◽  
pp. 3020-3027
Author(s):  
Juniman Silalahi Et.al
Keyword(s):  
Vocational Education ◽  
Learning Outcomes ◽  
Research Method ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Simple Random Sample ◽  
Control Group ◽  
Conventional Models ◽  
Experimental Group ◽  
Better Than

This research aimed to determine the effectiveness of the Cooperative Problem-Based Learning (CPBL) Model in Learning Statics. The experimental class's research method was experimental, in which the experimental class was applied with the CPBL model, and the control class was applied with conventional models. A simple random sample carried out sampling for the experimental group and the control group. The instrument used was the learning outcomes test. The findings show that the experimental group's student learning outcomes are better than those of the control group. Thus, there is an increase in learning outcomes, and student effective results on the CPBL model in statics learning are in a very good category. It is concluded that the application of the CPBL model is more effective than conventional learning.

Brief Reports: Further Study of the Use of Manipulatives with Prospective Teachers

1979 ◽  
Vol 10 (3) ◽  
pp. 211-213
Author(s):  
Phillip M. Eastman ◽  
Jeffrey C. Barnett
Keyword(s):  
Elementary Teachers ◽  
Prospective Teachers ◽  
Preservice Elementary Teachers ◽  
Control Group ◽  
Mathematical Concepts ◽  
Enactive Approach ◽  
Hands On ◽  
Experimental Group

This study is the second in a series of studies designed to investigate the question, “Can preservice elementary teachers learn the mathematical concepts and skills necessary to teach mathematics via manipulative aids better when they are given a ‘hands-on’ (enactive) approach than when they are taught with a pictorial (iconic) approach?” In a previous study Barnett and Eastman (1978) conducted an investigation with 78 preservice elementary teachers to obtain information regarding the effectiveness of the use of manipulative aids in the enactive and iconic modes. Thirty-nine subjects in the experimental group used manipulative materials in working laboratory exercises, while 39 subjects in the control group completed the same exercises without the use of these materials.

The effects of problem-based learning (PBL) on the academic achievement of students studying ‘Electrochemistry’

2017 ◽  
Vol 18 (1) ◽  
pp. 78-98 ◽  
Author(s):  
Tuğçe Günter ◽  
Sibel Kılınç Alpat
Keyword(s):  
Problem Based Learning ◽  
Correlation Coefficients ◽  
Control Group ◽  
Structured Interviews ◽  
Chemistry Teaching ◽  
Academic Achievements ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

This study investigates the effects of problem-based learning (PBL) on students' academic achievements in studying ‘Electrochemistry’ within a course on Analytical Chemistry. The research was of a pretest–posttest control group quasi-experimental design and it was conducted with second year students in the Chemistry Teaching Program at the Faculty of Education at Dokuz Eylul University. The topic was taught with PBL in the experimental group and with expository teaching strategies in the control group. The ‘Chemistry achievement test (CAT)’ was applied as the pre-test and post-test in both groups. Post-test scores from the CAT demonstrated that there was a significant difference between the academic achievements of the two groups in favour of the experimental group (U= 8.500,p< 0.05). After using PBL for a period, eleven open-ended questions related to the topic were asked to both groups. The results of these questions were categorized and the scores obtained from the categories were evaluated using content analysis. The results of the scores obtained from the open-ended questions showed that the students in the experimental group were able to make statements containing fewer misconceptions and also had a better understanding of this topic when compared to the students in the control group (U= 2.500,p< 0.05). The correlation between the scores in the CAT post-test and the scores obtained from the open-ended questions of the experimental and control groups was also examined. The Spearman correlation coefficients were found to be 0.907 and 0.595 for the experimental and the control group, respectively. This finding indicated that there was a positive and very high level of statistically significant correlation between the scores in the CAT post-test and the scores obtained from the open-ended questions of the students in the experimental group. Therefore this finding also supports the conclusion that the students in the experimental group were better able to understand the topic and its structure compared to the students in the control group. At the end of the application, the results of semi-structured interviews carried out showed that students in the experimental group had positive opinions regarding PBL.

scholarly journals The Effects Of Environmental Problem-based Learning Method On Malaysian Primary ESL Learners’ Vocabulary Achievement

2020 ◽  
Vol 2 (1) ◽  
pp. 59-70
Author(s):  
Zachary Farouk Chai ◽  
Suyansah Bin Swanto
Keyword(s):  
Environmental Education ◽  
Environmental Problem ◽  
18Th Century ◽  
English Education ◽  
Problem Based Learning ◽  
Control Group ◽  
The Government ◽  
Esl Learners ◽  
Experimental Group ◽  
Vocabulary Achievement

Environmental education has long been introduced as early as the 18th century in western countries, but in Malaysia, it still can be considered as a new start in the year 1979. In relation to this, various programs have been conducted by the government to produce literate individuals that are aware of and concern of environmental issues. In primary English education, there are a few topics on the environment that should be taught by teachers, and environmental education is also considered as a cross-curricular subject. The present study aimed to investigate the effects of environmental problem-based learning (PBL) on Malaysian primary school learners' vocabulary achievement. Environmental PBL is an instructional method that provides learners the opportunities to learn cooperatively in groups to find solutions to any problem. This study employed experimental design, which involved 20 learners that came from an intermediate level of English proficiency. They were randomly divided into experimental group and control group. The experimental group was treated with environmental PBL in learning new vocabulary, while the other group was taught using the conventional memorisation method. A set of vocabulary test (pre and post) was used to measure learners' vocabulary achievement and the data were analysed by using independent sample t-test. From the data, it was found out that the learners who were taught by using environmental PBL improved their vocabulary acquisition significantly as being compared to the control group based on the means of marks obtained by the research participants in the experimental group with 12.80 and the mean achieved by the control group with 6.20. Next, this study also showed how environmental PBL helped the experimental group in learning vocabulary based on their orientations which included two themes (effectiveness and participation). Hence, it is suggested that English teachers should use environmental PBL as an effective method of teaching vocabulary to young learners. 

scholarly journals Effects on applying Micro-Film Case-Based Learning model in pediatrics education

2020 ◽  
Author(s):  
Yuan Pan ◽  
Xiuqi Chen ◽  
Qiuwen Wei ◽  
Jinmin Zhao ◽  
Xun Chen
Keyword(s):  
Clinical Medicine ◽  
Teaching Method ◽  
Clinical Skills ◽  
Satisfaction Survey ◽  
Control Group ◽  
Final Examination ◽  
Self Assessment ◽  
Case Based Learning ◽  
Experimental Group ◽  
Case Based

Abstract Background: In view of the harsh reality Chinese paediatricians face, the challenge of paediatric education is about instilling not only knowledge and clinical skills but also resilience and beliefs. The aim of the study is to explore a more effective method than the traditional lecture-based learning (LBL) model for optimizing educational outcomes by establishing an innovative, comprehensive, case-based learning (CBL) model combined with the micro-film technique (MF+CBL). This approach has four important components: interests (attraction), knowledge application, competency, and scenario coping skills.Methods: Experimental research was conducted via a controlled parallel group study. The total sample of 104 senior-year students (Chinese) majoring in clinical medicine was randomly divided into two groups. The experimental group was exposed to the MF+CBL model and the control group to the LBL model. Overall, the results were assessed after an 8-week course via a student self-assessment questionnaire, a satisfaction survey and the final examination.Results: The experimental group generally performed better than the control group on the student self-assessment (P＜0.05), satisfaction survey (P＜0.05), and final examination (80.02±3.77 vs 73.65±3.69, P = 0.000). The open question at the end of the questionnaire revealed that a small number of students did not favour the MF+CBL model due to its time- and energy-consuming features.Conclusions: Compared with LBL, the MF+CBL model was an innovative teaching method that promoted more comprehensive quality development. It represents an alternative model for optimizing the capacity of future paediatric doctors.

scholarly journals Pengaruh Model Problem Based Learning dengan Metode Eksperimen Terhadap Hasil Belajar IPA Fisika Siswa Kelas VII SMP Negeri 19 Mataram Tahun Pelajaran 2014/2015

2017 ◽  
Vol 1 (3) ◽  
pp. 173 ◽  
Author(s):  
Nurqomariah Nurqomariah ◽  
Gunawan Gunawan ◽  
Sutrio Sutrio
Keyword(s):  
Learning Outcomes ◽  
Positive Impact ◽  
Problem Based Learning ◽  
T Test ◽  
Control Group ◽  
Test Results ◽  
Control Group Design ◽  
The Impact ◽  
Academic Year ◽  
Experimental Group

This research is a quasi-experimental aims to find the impact of problem based learning model with experimental methods on the learning outcomes physics science of grade VII SMPN 19 Mataram in academic year 2014/2015. The population of this research is students of grade VII SMPN 19 Mataram with 144 students, while the sampling of this research is grade as VIIA as experimental group and VIIB as the control group. The sampling technique used is purposive sampling. The research design used is untreated control group design with pretest and posttest. Pre-test results obtained by the average value of experimental group is 25.36 while the control group is 28.54. Post-test results for experimental group is 75.13, while for the control group is 65.41. Research hypotheses were analyzed by t-test two tail using formulas polled variance t-test given the result that thint is greater than ttable, In addition, an increase on learning outcomes analyzed using N-gain test given the result that experimental group has increased higher than the control group.so that can be concluded that the model of problem-based learning with experimental method given positive impact on learning outcomes physics science of grade VII SMPN 19 Mataram in academic year 2014/2015.

scholarly journals Prediction and Value of Ultrasound Image in Diagnosis of Fetal Central Nervous System Malformation under Deep Learning Algorithm

2021 ◽  
Vol 2021 ◽  
pp. 1-7
Author(s):  
Yuehong Zhou
Keyword(s):  
Neural Network ◽  
Central Nervous System ◽  
Nervous System ◽  
Deep Learning ◽  
Ultrasound Examination ◽  
Ultrasound Image ◽  
Control Group ◽  
Test Results ◽  
Experimental Group ◽  
Central Nervous System Malformation

This study was to explore the application of deep learning neural network (DLNN) algorithms to identify and optimize the ultrasound image so as to analyze the effect and value in diagnosis of fetal central nervous system malformation (CNSM). 63 pregnant women who were gated in the hospital were suspected of being fetal CNSM and were selected as the research objects. The ultrasound images were reserved in duplicate, and one group was defined as the control group without any processing, and images in the experimental group were processed with the convolutional neural network (CNN) algorithm to identify and optimize. The ultrasound examination results and the pathological test results before, during, and after the pregnancy were observed and compared. The results showed that the test results in the experimental group were closer to the postpartum ultrasound and the results of the pathological result, but the results in both groups showed no statistical difference in contrast to the postpartum results in terms of similarity ( P > 0.05 ). In the same pregnancy stage, the ultrasound examination results of the experimental group were higher than those in the control group, and the contrast was statistically significant ( P < 0.05 ); in the different pregnancy stages, the ultrasound examination results in the second trimester were more close to the postpartum examination results, showing statistically obvious difference ( P < 0.05 ). In conclusion, ultrasonic image based on deep learning was higher in CNSM inspection; and ultrasonic technology had to be improved for the examination in different pregnancy stages, and the accuracy of the examination results is improved. However, the amount of data in this study was too small, so the representative was not high enough, which would be improved.

scholarly journals Problem-Based Learning and its Impact on the Achievement of First medium Grade Students in Mathematics in Al-Baha Region - Saudi Arabia

2017 ◽  
Vol 1 (10) ◽  
Author(s):  
Hamad Ayed Saad Al Ghamdi
Keyword(s):  
Mathematics Achievement ◽  
Educational Software ◽  
Problem Based Learning ◽  
First Grade ◽  
Control Group ◽  
Student Activity ◽  
Significant Difference ◽  
Teacher's Guide ◽  
Level Of Significance ◽  
Experimental Group

The study aimed to identify the effect of problem-based learning on the achievement of first grade students in mathematics. The researcher followed the semi-empirical approach by examining the effect of the independent variable at its three levels (the "problem-based learning" method, the "problem-based learning with the use of learning software" method and the "usual" method); The sample of the study consisted of (69) students from the first grade in the second semester of the academic year 1431-1432. The sample students were divided into three groups: the first of which was an experiment that was taught in a "problem-based learning" "Problem-based learning with the use of educational software", and the third was an officer taught in the "usual" manner, and the number of members of each group (23) students. The researcher prepared the [teacher's guide (1), the student activity record (1) for the first experimental group, the teacher's guide 2, and the student activity record 2 for the second experimental group, according to the proposed teaching methods in the engineering, ). The study groups were subjected to a pre - and post - mental test to measure the levels of memory and comprehension. The test consisted of (30) questions. It was prepared, tuned, codified, verified, and fixed to measure the differences between the average scores of the students of the three groups. The researcher used the data analysis statistically (ANCOVA), Alpha Kronbach and T-Test to validate the hypotheses. The study found the following results: There is a statistically significant difference at the level of significance (aa) 0.05) among the average scores of the first experimental group students who studied "problem-based learning", which obtained an average of (18.83) and the scores of the control group students and obtained an average of (14.87) in mathematics achievement for the experimental group. There was a statistically significant difference at the level of significance (aa 0.05) between the average scores of the students of the second experimental group who studied the method of "problem-based learning with the use of educational software", which obtained an average of (23.21) and the grades of students of the control group in the achievement of mathematics I got an average (14.87), for the benefit of the experimental group. There was a statistically significant difference at the mean level (aa 0.05) between the average scores of the students of the first experimental group, which obtained an average of (18.83) and the scores of the students of the second experimental group, which obtained an average of (23.21) in mathematics achievement for the second experimental group. Based on the results, the study recommended a set of recommendations for the activation of problem-based learning. In addition to some important proposals ..

scholarly journals Effect of Inquiry-Based Teaching Method on Students Achievement and Retention of Concepts in Integrated Science in Senior High School

2020 ◽  
Vol 7 (2) ◽  
pp. 78-88
Author(s):  
Mohammed Issaka
Keyword(s):  
High School ◽  
Traditional Method ◽  
Teaching Method ◽  
Research Question ◽  
Female Students ◽  
Control Group ◽  
Retention Capacity ◽  
Male And Female ◽  
Integrated Science ◽  
Experimental Group

This study purposely investigated the impact of using inquiry-based teaching method on students’ academic achievement and retention of concept in integrated science against the traditional method in some selected senior high schools in the Obuasi Municipality. The study also investigated the difference in the mean achievement score between male and female students taught integrated science using inquiry -based method. The sample for the study was 292 students in SHS two from Christ the King Catholic Senior High School and Obuasi Secondary Technical in the Obuasi Municipality. The sample were obtained through random sample technique. The experimental group received instructions in integrated science using inquiry-based method of teaching whereas the control group were taught with the traditional method. The data were collected through the use of pretest- posttest research design and were analyze according to the research question for the study. The main research question for the study was: What is the effect of inquiry-based method of teaching on students’ achievement and retention of concepts in integrated science? The results from the study indicates that the students in the experimental group performed better than the students in the control group. The findings also show that students who were instructed with inquiry-based method have higher retention capacity than their counterpart students who were exposed to traditional method. There was a slightly gender disparity in the achievement and retention capacity of both male and female students taught integrated science with inquiry-based method in favour of the male. This means that inquiry-based method is very rewarding to students in terms of achievement and retention regardless of gender.

scholarly journals Effect of Problem Based Learnig Model on Students Activity and Analytical Skills in Social Studies Project

2020 ◽  
Vol 5 (8) ◽  
pp. 521-531
Author(s):  
Pramiftasari . ◽  
Andita Nella ◽  
Rusijono . ◽  
Harmanto .
Keyword(s):  
Elementary School Students ◽  
Problem Based Learning ◽  
Fourth Grade ◽  
T Test ◽  
Control Group ◽  
Learning Models ◽  
School Students ◽  
Student Activity ◽  
Analytical Skills ◽  
Experimental Group

This study aims to examine the effect of problem-based learning models on the activities of fourth grade elementary school students and analyze the effect of problem-based learning models on the analytical skills of fourth grade elementary school students. Implementation of problem-based learning models requires students to actively work together and analyze the problems being studied so that theoretically the application of this model affects the activities and ability of student analysis. This research is an experimental research design with pretest posttest control group design. The subjects of this study were fourth grade students at SDN Tawangsari 1 Sidoarjo. Data collection techniques through observation of student activity sheets and tests of student analysis skills. The analysis technique used is the t test. In this case the t test was carried out twice, first, to find out the initial conditions of the experimental group and the control group and second to find out the conditions after being treated. The results of the t test activity analysis and the students' analytical skills between the control class and the experimental class before being treated showed no significant difference (tcount 1.222 < ttable 2.011 and sig. 2 tailed value 0.233 > 0.05 student activity; tcount 0.164 < ttable 2.011 and the value of sig.2 tailed 0.871 > 0.05 analytical skills). While the results of the t test after being treated showed that there were significant differences between the experimental group and the control group (tcount 3.689 > ttable 2.011 and sig value 2 tailed 0.001 < 0.05 student activity; tcount 2.558 > ttable 2.011 and sig. 2 tailed value 0.015 < 0.05 analytical skills). In this study, treatment is the only differentiator between the experimental group and the control group, so it can be concluded that there is an effect of the application of problem-based learning models to the students' activity and analytical skills. For teachers who face the problem of low activity and analytical skills students are advised to use problem-based learning models.

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