scholarly journals Socratic Method of Teaching in Medical Education

2021 ◽  
Vol 4 (1) ◽  
pp. 6
Author(s):  
Rehan Ahmed Khan
Keyword(s):  
Teaching Methods ◽  
Iterative Process ◽  
Zone Of Proximal Development ◽  
Western Philosophy ◽  
Socratic Method ◽  
Proximal Development ◽  
Small Group Teaching ◽  
Teachers And Students ◽  
Case Based Learning ◽  
Case Based

Socrates (469-399BC) is regarded as the founder of Western philosophy. His method of teaching was based on a shared discourse between teachers and students. He would ask thought-provoking questions from his students. This would result in motivating the students to think and generate debate. This was an iterative process and would continue till the answers to the questions were found or discussion was exhausted. This method is termed as the Socratic method of teaching (Birnbache, 1999). It also involves the zone of proximal development and scaffolding as advocated by Vygotsky. Many teaching methods, based on small group teaching such as problem-based learning, case-based learning, one minute preceptor rely on the philosophy ofSocratic method.The Socratic method relies on getting the answers from the students rather than telling them the answers directly. Socrates in his sessions would pick students randomly and ask them a question. The student would either answer the question if s/he knows it or would learn it from the discussion between her/his peers andthe teachers.

scholarly journals Combined Application of Study Design and Case-based Learning Comprehensive Model in Epidemiology Teaching

2017 ◽  
Vol 6 (2) ◽  
pp. 52
Author(s):  
Xiuquan Shi ◽  
Yanna Zhou ◽  
Haiyan Wang ◽  
Tao Wang ◽  
Chan Nie ◽  
...  
Keyword(s):  
Study Design ◽  
Teaching Methods ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Comprehensive Model ◽  
Good Science ◽  
Combined Application ◽  
Case Based Learning ◽  
Case Based ◽  
Better Than

This paper aims to conduct the SD-CBL (study design with the case based learning, SD-CBL) in Epidemiologyteaching and evaluate its effect. Students from five classes were recruited, and a combined comprehensive teachingmodel of SD-CBL was used in the “Injury Epidemiology” chapter, while other chapters in “Epidemiology”curriculum were using a teaching model of case based learning (CBL) only or single PowerPoint (ppt) teaching (itwas considered as a traditional teaching in many universities). In the final of the semester, the effects of these threeteaching models were compared in different majors and different students source. We found that SD-CBLcomprehensive teaching model was better than ppt only and CBL teaching methods (P<0.001, P=0.007), and thesignificant differences were found in the increased scoring rate between different majors and different studentssource (P<0.001, P=0.015). Thus, we concluded that the SD-CBL teaching model is effective and worth to promotein “Epidemiology” teaching, especial in chapters of epidemiology application. Moreover, it is recommended toconduct SD-CBL teaching model in students, who are major in medicine and have good science basis.

scholarly journals Designing Pathology Curriculum Through Guided Enquiry/Mixed Modalities Case-Based Learning at Faculty of Medicine, Helwan University.

2020 ◽  
Author(s):  
Hebat Allah Amin ◽  
Mohamed Alaaeldin Abdulmonem ◽  
Omar Gamal Goda ◽  
Mohamed Hany K. Shehata
Keyword(s):  
Medical Students ◽  
Phase I ◽  
Teaching Methods ◽  
Mixed Model ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Learning Modalities ◽  
Case Based Learning ◽  
To Receive ◽  
Case Based

Background: Implementing case-based learning (CBL) in the Integrated Modular Curriculum has proved a great efficiency in teaching medical students. We aim to develop and validate a customized model of CBL to integrate disciplines while meeting the requirements of our national academic reference standards. Phase I medical students reflection is presented. Methods: In this retrospective cross-sectional study, we present our experience in introducing CBL in a hybrid mixed model of teaching the pathology course to phase I, first batch (2016-2022 ) students. The data are collected from feedback questionnaires, the CBL implemented in the teaching of the pathology course is compared to the other implemented methods (didactic lectures, students presentations, PBL, and skillslabs), in the integrated modules. Also, a focus group has been conducted to receive the students reflection and suggestions for improvement. Results: Students satisfaction with CBL was the highest among all the teaching methods of the modules and other learning modalities with a mean of 4.770.46. Results were statistically significant (< 0.001). Conclusion: Most of the students declared that the customized CBL model is a convenient tool to be used in the Integrated Modular Curricula. Satisfaction is superior to that of didactic lectures and even other interactive teaching methods.

Students’ Perception of Teaching Methods in Pharmacology in a Malaysian Medical School

2016 ◽  
Vol 1 (1) ◽  
pp. 16
Author(s):  
Renu Agarwal ◽  
Nafeeza Mohd Ismail
Keyword(s):  
Small Group ◽  
Teaching Methods ◽  
Practice Teaching ◽  
Case Based Learning ◽  
Group Sessions ◽  
Computer Aided Learning ◽  
Self Learning ◽  
Self Administered Questionnaire ◽  
Future Practice ◽  
Case Based

Introduction: The study attempts to evaluate the students’ perception of pharmacology as a subject, its usefulness in future practice, teaching methods currently used, and their patterns of learning and preparing for exams. Methods: A structured, self-administered questionnaire was distributed to second year medical students. Results: Of the 125 students who participated, 22.73 % considered pharmacology more important than any other subject. The students found small group sessions most interesting followed by directed self-learning, computer aided learning and lectures. Of those who responded, 79 and 66 % suggested to increase the small group and directed-self-learning sessions respectively. Up to 40 % of the students felt that pharmacology teaching must be through case-based discussions and 20 % requested for more practical sessions. Conclusions: It appears that majority of students entering the medical schools has little prior knowledge of pharmacology. While going through the preclinical years they understood the importance of pharmacology and its application in future practice, however, they tend to develop interest in one or other topics. Students prefer to have a greater number of small group sessions as they feel that these sessions are most useful for learning. Majority of the students tend to use both the textbooks and lecture notes and study regularly for better performance in examinations. The students also preferred to have more case-based learning sessions incorporated into the small group sessions.

scholarly journals Scaffolding medical student knowledge and skills: team-based learning (TBL) and case-based learning (CBL)

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Annette Burgess ◽  
Elie Matar ◽  
Chris Roberts ◽  
Inam Haq ◽  
Lucy Wynter ◽  
...  
Keyword(s):  
Small Group ◽  
Clinical Reasoning ◽  
Teaching Methods ◽  
Medical Curriculum ◽  
Group Learning ◽  
Small Group Learning ◽  
Team Based Learning ◽  
Case Based Learning ◽  
Clinical Reasoning Skills ◽  
Case Based

Abstract Background Two established small-group learning paradigms in medical education include Case-based learning (CBL) and Team-based learning (TBL). Characteristics common to both pedagogies include the use of an authentic clinical case, active small-group learning, activation of existing knowledge and application of newly acquired knowledge. However, there are also variances between the two teaching methods, and a paucity of studies that consider how these approaches fit with curriculum design principles. In this paper we explore student and facilitator perceptions of the two teaching methods within a medical curriculum, using Experience based learning (ExBL) as a conceptual lens. Methods A total of 34/255 (13%) Year 2 medical students completed four CBLs during the 2019 Renal and Urology teaching block, concurrent to their usual curriculum activities, which included weekly TBLs. Questionnaires were distributed to all students (n = 34) and CBL facilitators (n = 13). In addition, all students were invited to attend focus groups. Data were analysed using descriptive statistics and thematic analysis. Results In total, 23/34 (71%) of students and 11/13 (85%) of facilitators completed the questionnaires. Twelve students (35%) participated in focus groups. Findings indicate their experience in CBL to be positive, with many favourable aspects that built on and complemented their TBL experience that provided an emphasis on the basic sciences. The learning environment was enriched by the CBL framework that allowed application of knowledge to solve clinical problems within the small groups with consistent facilitator guidance and feedback, their capacity to focus discussion, and associated efficiencies in learning. Conclusion While the TBL model was integral in developing students’ knowledge and understanding of basic science concepts, the CBL model was integral in developing students’ clinical reasoning skills. The strengths of CBL relative to TBL included the development of authentic clinical reasoning skills and guided facilitation of small group discussion. Our findings suggest that delivery of a medical curriculum may be enhanced through increased vertical integration, applying TBL in earlier phases of the medical program where the focus is on basic science principles, with CBL becoming more relevant as students move towards clinical immersion.

scholarly journals Special Psychology and Pedagogy in the Modern School

2015 ◽  
Vol 20 (3) ◽  
pp. 79-87
Author(s):  
D.V. Lubovsky
Keyword(s):  
Special Needs ◽  
Developmental Education ◽  
Teaching Methods ◽  
Zone Of Proximal Development ◽  
School Education ◽  
Abnormal Development ◽  
Development Theory ◽  
Proximal Development ◽  
Innovative Teaching ◽  
Modern School

The article points out that need in improving competence in the field of special pedagogy and psychology for employees of school education dramatically increased and calls the causes of this phenomenon. Methodological and methodical principles of training of teachers and the forming their competence in the field of special psychology and pedagogy are outlined. Concepts of cultural-historical theory (“growing in the culture” of the child, the zone of proximal development, primary and secondary disorders, mediation), the activity approach (leading activity and amplification of its development), theory of developmental education are suggested to be methodological bases. The article substantiates the need for formation of competence in the field of general and specific patterns of abnormal development and relying on the knowledge of the educational requirements specific to people with special needs. The article points out the possibilities of using the innovative teaching methods in the trainings for teachers in order to build competencies in the field of special pedagogy and psychology.

scholarly journals METODE PEMBELAJARAN DALAM KETRAMPILAN DOKUMENTASI PARTOGRAF DALAM ASUHAN KEBIDANAN PADA PERSALINAN : LITERATURE REVIEW

2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Wan Anita
Keyword(s):  
Systematic Review ◽  
Literature Review ◽  
Small Group ◽  
Teaching Methods ◽  
Learning Methods ◽  
Midwifery Care ◽  
Normal Delivery ◽  
Case Based Learning ◽  
Student Center ◽  
Case Based

<p align="center"><strong><em>ABSTRACT</em></strong></p><p align="center"><strong><em> </em></strong></p><p>Partograph is normal delivery and monitoring tools as well as clinical decision-making tool, because with the partograf the normal delivery will not be evaluated. Partograf documenting skills are competencies that must be owned by students who will become midwives in providing midwifery care during labor. In the implementation of learning, there are various methods that can be used for the Student Center Learning (SCL) either in class, laboratories and clinics. The purpose of this literature review was also to examine the extent of care documentation on labor topics, especially teaching methods to improve students' ability to do the documentation has been investigated. Methods This study is a systematic review. The results of this literature review showed an influence on the teaching methods of documentation skills of midwifery care during labor. The learning method used in the study include the case study method, demonstrations, multimedia, case based learning, simulations, exercises, small group discussions, study guides jobsheet, peer tutoring and cooperative STAD type. Each of these learning methods have advantages and disadvantages. There is no method of learning the best, but we recommend the use of the method in learning adapted to the purpose of learning to be achieved in order to be more effective and have significant results.</p><p><em>Key Word : Learning methods, documentation, partograf.</em></p><p align="center"><strong> </strong></p><p align="center"><strong>Abstrak </strong></p><p>Partograf adalah alat pemantauan persalinan normal dan juga sebagai alat pengambilan keputusan klinis, karena dengan adanya partograf maka persalinan yang tidak normal akan dapat dievaluasi. Ketrampilan mendokumentasikan partograf merupakan kompetensi yang harus dimiliki oleh mahasiswa yang nantinya akan menjadi bidan dalam memberikan asuhan kebidanan pada persalinan. Dalam pelaksanaan pembelajaran terdapat beragam metode pembelajaran yang dapat digunakan untuk <em>Student Center Learning</em> (SCL) baik dikelas, laboratorium maupun klinik. Tujuan <em>literature review</em> ini juga untuk melihat sejauhmana topik dokumentasi asuhan pada persalinan khususnya metode pembelajaran untuk meningkatkan ketrampilan mahasiswa dalam melakukan dokumentasi telah diteliti. Metode Penelitian ini merupakan <em>systematic review</em>. Hasil literature review ini menunjukkan terjadi pengaruh metode pembelajaran terhadap ketrampilan dokumentasi asuhan kebidanan pada persalinan. Metode pembelajaran yang digunakan dalam penelitian antara lain metode studi kasus, demonstrasi, multimedia, case based learning, simulasi, latihan, small group discussion, penuntun belajar jobsheet, peer tutoring serta kooperatif type STAD. Masing-masing metode pembelajaran memiliki kelebihan dan kekurangan. Tidak ada metode pembelajaran yang terbaik, tetapi sebaiknya penggunaan metode dalam pembelajaran disesuaikan dengan tujuan dari pembelajaran yang akan dicapai agar lebih efektif dan memiliki hasil signifikan.</p><p><strong> </strong></p><p>Kata Kunci : Metode pembelajaran, dokumentasi, partograf</p>

Perception about Case Based Learning among Medical Students of a Public Sector Medical University in Karachi

2020 ◽  
Author(s):  
Ghazala Usman
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Educational Background ◽  
Small Group Teaching ◽  
First Semester ◽  
Significant Difference ◽  
Case Based Learning ◽  
Medical University ◽  
Case Based

Background: There has been a shift in medical education from didactic teaching to small group teaching which stresses on the importance of student active participation in problem-solving and critical thinking. We aimed to evaluate perception about Case based learning (CBL) as a learning strategy among medical students. Methods: A cross-sectional study was conducted in Jinnah Sindh Medical University, Karachi. A structured questionnaire was distributed to 300 male and female students of 1st and 3rd semester, MBBS. Data was entered and analyzed by using Statistical Package of Social Sciences (SPSS) version 25. The Independent Samples t-test was used and p<0.05 was considered statistical significant. Results: We reported an increase in the perception regarding CBL from Cambridge students and a reduced scoring of CBL in the non-Cambridge group (P>0.05). There was a significant difference in the perception score about CBL obtained from O-Level students (34.1±4.4) and Matric systems (35.8±2.9)(p=0.02) in the first semester, however, it was not significant in the 3rd semester (p>0.05). A significant difference between the A-Level (33.3±5.4) and intermediate (35.8±2.8) college systems was observed regarding the opinion about CBL (p=0.009) in the first semester as compared to third semester but statistically insignificant. Conclusion: Students tend to have better perception about CBL at the entry level. The educational background of students influences the perception. However, learning environment and quality of facilitation may influence their perception and opinion regarding CBL. It is therefore critical to consider the quality of facilitations and learning environment along with CBL.

Exploring New Conceptualisations of Old Problems: Researching and Reorienting Teaching in Indigenous Studies to Transform Student Learning

2014 ◽  
Vol 43 (1) ◽  
pp. 21-30 ◽  
Author(s):  
Susan Page
Keyword(s):  
Learning Theory ◽  
Zone Of Proximal Development ◽  
Indigenous Studies ◽  
Threshold Concepts ◽  
Proximal Development ◽  
Specific Knowledge ◽  
Growing Body ◽  
Teachers And Students ◽  
Cultural Interface ◽  
A Site

Indigenous Studies can be both exciting and challenging for teachers and students. This article will examine how an existing learning theory can be harnessed to help teachers better understand these challenges and manage some frequently seen student behaviours. Much of the discussion in Indigenous Studies pedagogy to date has focused on the curriculum and what we should be teaching, with a growing body of literature, for example, related to the inclusion of Indigenous Knowledges. However, there is less written about how students learn in Indigenous Studies. Drawing on the notion of the Cultural Interface and the ‘zone of proximal development’ to highlight the complexity of Indigenous Studies classrooms as a site of necessary struggle for students, the article considers possibilities for reconceptualising and reorienting teaching. The paper explores using the threshold concepts framework to gather evidence about how students learn or indeed don't learn, in Indigenous Studies. Threshold concepts are key ideas, critical to mastering discipline specific knowledge, which facilitate students’ ability to think like a discipline experts.

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