scholarly journals The Effect of Team-Based Learning on the Performance of Medical Students in the Medical Physics Course

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Maryam Tabibi ◽  
Seyed Ali Shafiei ◽  
Amir Hamta ◽  
Sara Amaniyan
Keyword(s):  
Medical Students ◽  
Learning Process ◽  
Medical Physics ◽  
Poor Performance ◽  
Medical Sciences ◽  
Final Exam ◽  
Team Based Learning ◽  
Quasi Experimental ◽  
The Difference ◽  
Physics Course

Background: Team-based learning (TBL) is an active and participatory learning process, which is used to train students on health topics. Objectives: The present study aimed to assess the effect of TBL in teaching a medical physics course on the poor performance of the students. Methods: This quasi-experimental study was conducted on 28 medical students at Qom University of Medical Sciences, Iran who were unable to pass the medical physics course in the past semesters. At the beginning the 10-session course, eight questions with four options were provided to the students, and the students had to answer the questions individually within a specified time. After collecting the questionnaire responses, participants were divided into six groups and completed the same test as a team. Afterwards, each question was displayed on a smart board and discussed. Results: After the procedures of the study, all the participants successfully completed the medical physics course. At the end of the course, 90% of the students reported that the TBL method was more appropriate than lecture, and 80% of the students believed that the TBL method encouraged them to participate in the learning process. In the final exam, the scores of the students in the medical physics course increased by 3.95 ± 2.09 units with the TBL method compared to the prior course, and the difference was considered significant (P < 0.01). Conclusions: According to the results, the implementation of TBL in the medical physics course improved the learning motivation, satisfaction, and mean scores of the students with poor performance.

scholarly journals The Effect of Team-Based Learning on Conventional Pathology Education to Improve Students’ Mastery of Pathology

2017 ◽  
Vol 6 (3) ◽  
pp. 12 ◽  
Author(s):  
Bin Du ◽  
Xuesong Yang
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Pilot Study ◽  
Medical School ◽  
Teaching Approaches ◽  
Final Exam ◽  
Teaching Format ◽  
Team Based Learning ◽  
Pathology Education

In recent decades, traditional pathology education methodologies have been noticeably affected by new teaching approaches, including problem-based learning (PBL) and team-based learning (TBL). However, lack of outcome-based studies has hindered the extensive application of the TBL approach in the teaching of pathology in Chinese medical schools. In this study, a pilot TBL format on four topics in pathology was implemented in one session with medical students at Jinan University Medical School and the previous sessions of medical students were able to function as controls. The final exam scores of TBL participants were significantly higher than the scores for non-participants, indicating that the students demonstrated better academic performance at the end of the TBL class. In addition, the follow-up questionnaires revealed that the majority of the TBL participants spent more time studying and were actively and enthusiastically involved in TBL activities. The new teaching format also inspired teachers’ desire to lead discussions and administer quizzes instead of repeating rote didactics. Overall, this pilot study reveals that a combination of the TBL approach and traditional pathology theory can improve pathology education. 

Practicing What We Preach: Incorporating Team-Based Learning into the Pre-Service Teaching Curriculum for Improved Outcomes

2020 ◽  
pp. 009862832097727
Author(s):  
Jane S. Vogler ◽  
Jun Fu ◽  
Emily A. Finney
Keyword(s):  
Collaborative Learning ◽  
Teacher Educators ◽  
Final Exam ◽  
Theoretical Understanding ◽  
Course Grades ◽  
Improved Outcomes ◽  
Team Based Learning ◽  
Quasi Experimental ◽  
Nuanced Understanding ◽  
Psychology Course

Background: Prior research has shown that pre-service teachers’ learning of theory is enhanced when teacher educators model the instructional approaches that they advocate as effective. Objective: The purpose of this study was to compare undergraduate learning outcomes in a course using Team-based Learning (TBL) with those in a traditional, lecture-based approach. Method: Occurring across two consecutive semesters, we recruited students ( n = 43) enrolled in an educational psychology course serving primarily pre-service teachers for this quasi-experimental study. In addition to final grades, data sources included responses to essay prompts administered at the beginning and end of the semester, which were qualitatively analyzed and coded. Results: Independent samples t-tests showed significant differences in favor of students in the TBL condition for course grades, but not on the final exam. χ2 tests of independence revealed significant differences for two of the seven essay codes, again in favor of TBL. Conclusion: These results provide further evidence that when placed in a context that emphasizes collaborative learning, students demonstrate more nuanced understanding and fewer misconceptions. Teaching Implications: The opportunity to experience TBL may provide pre-service teachers with better theoretical understanding and an effective model for translating socio-constructive theory into collaborative learning practices.

scholarly journals Science Learning Achievement: Three Dimension-Media Innovation in Contextual Learning Approach

2019 ◽  
Vol 3 (4) ◽  
pp. 224
Author(s):  
I Wayan Widiana ◽  
Nyoman Kusmariatni ◽  
Dewa Nyoman Sedana ◽  
Putu Nanci Riastini
Keyword(s):  
Learning Process ◽  
Science Learning ◽  
Contextual Learning ◽  
Control Group ◽  
Learning Approach ◽  
Three Dimension ◽  
Control Group Design ◽  
Learning Achievement ◽  
Quasi Experimental ◽  
The Difference

Science learning achievement is low in some elementry schools in Bali and it is suspected that learning process is one of the factors that has caused this. Hence, there is a need for innovations in learning to improve learning process which has so far taken place (conventional). This study wasa aimed at finnding out the difference in science learning achievement  between students who are taught  through contextual learning which uses three dimension media and those who are taught through conventional learning..this is a quasi-experimental research with non equivalent post-test only control group design. The population used in this study was the fourth grade students af elementary schools in Gugus 1 Singaraja with the total number of eight schools. The sample in this study was selected  using  random sampling. Out of the eight schools in Gugus 1 Singaraja, two schools wereselected, namely SD No. 5 Banyuning as experiment group and SD No.6 Banyuning as conrol group.. the data gathered inthis study was in the form of science learning achievement. The instrument used to collect the data was an objective test or multiple choice.  The data were analyzed  using inferential statistics or t-test.  The result showed that  science learning achievement in the group where  three dimension media were used  had  the mean score of 20.75 , which is higher than  the group where conventional learning was used , whose mean score was 17. 08. This result  was confirmed by hypothesis testing in which it was obtained that tobs. > tc.v.. This means that  the implementation of contextual  learning approach  which was aided with three dimenisionmedia had  a positive effect on  science learning achivement. 

scholarly journals Peningkatan Kompetensi Manajemen Asfiksia Bayi Baru Lahir Melalui Metode Cooperative-Learning

2014 ◽  
Vol 3 (3) ◽  
pp. 154
Author(s):  
Reni M. Kusuma ◽  
Anita D. Anwar ◽  
Dwi Prasetyo
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Control Group ◽  
Learning Method ◽  
Learning Group ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference ◽  
Teacher Centered

Background: The competence of asphyxia management on newborn baby is essential for midwife. The quality of learning process should be improved by applying interactive learning method. The cooperative learning method is often applied to enhance the effectiveness of clinical learning process. The purpose of this research was to analyze the influence of cooperative learning on competence which consists of student’s knowledge, attitude, and skill in comparison to teacher-centered learning method.Method: This is quasi-experimental research with control group pre-test and post-test design Samples were third semester students at Stikes A. Yani Yogyakarta. The samples were 80 students in cooperative learning group and 90 students in teacher-centered learning group.Result: The result showed that  there was an improvement of knowledge in cooperative learning group compared to teacher-centered learning group (p=0.002). The improvement od student’s attitude in cooperative learning group was significantly higher than teacher-centered learning group (p=0.001). In the field of skills, cooperative group, although not significant (p=0.671). The competence was significantly higher in cooperative learning group rather than in teacher-centered learning group (p=0.027). Correlation between competence and method of learning was weak (rpbi  = 0.134, p= 0.041).Conclusion: Cooperative learning method is proven to be improve student’s knowledge, attitude and skills. The difference is not significant for skills domain. Cooperative learning method is proven to improve student’s competence in carrying out the management of newborn babies asphyxia, even though the correlation is weak.

scholarly journals Flip & Pair – a strategy to augment a blended course with active-learning components: effects on engagement and learning

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Vijayanandhini Kannan ◽  
Hiroyuki Kuromiya ◽  
Sai Preeti Gouripeddi ◽  
Rwitajit Majumdar ◽  
Jayakrishnan Madathil Warriem ◽  
...  
Keyword(s):  
Active Learning ◽  
Blended Learning ◽  
Flipped Classroom ◽  
Learning Strategy ◽  
Final Exam ◽  
Learning Platform ◽  
Quasi Experimental ◽  
And Performance ◽  
Physics Course ◽  
Instructional Measures

Abstract Blended learning technique has adapted many new digitized tools to facilitate students with flexible and self-phased learning opportunities. The flipped classroom strategy, one of the blended learning models has been limited by low engagement of students in the online component. In the present study, we augment a Flip and Pair (F&P), an active-learning strategy into the blended learning course. Following the AB type single group quasi-experimental design, we evaluated the effects of F&P strategy on the student’s engagement and learning while orchestrating it for an undergraduate engineering physics course. Our results highlighted that there is a positive correlation between the engagement (computed based on learning logs of TEEL (Technology-enhanced and Evidence-based Education and Learning) platform in the F&P activities with that of the performance score (knowledge quizzes and final exam). F&P strategy had a better contribution compared to Flip and Traditional Teaching (F&TT) strategy with respect to both engagement and performance. Also, students exhibited a positive perception of learning and engagement. Based on our findings, we identified the key instructional measures that an instructor can follow to increase student engagement while using the F&P strategy.

scholarly journals The Study of Cephalic Index of Andhra Region (India)

2011 ◽  
Vol 2 (1) ◽  
pp. 53-55 ◽  
Author(s):  
Visha Manoharrao Salve ◽  
Naga Raghunandan Thota ◽  
Anupama Patibandla
Keyword(s):  
Medical Students ◽  
Racial Difference ◽  
Normal Individual ◽  
Cephalic Index ◽  
Medical Sciences ◽  
Male And Female ◽  
Future Studies ◽  
Head Breadth ◽  
The Mean ◽  
The Difference

Objective: The cephalic index is the ratio of the maximum breadth of head to its maximum length. Cephalic index is very useful anthropologically to find out racial difference. It has also been reported that cephalic index is less than 2-3 in individual with sickle cell anemia than normal individual. Material & Methods: The present study was carried out with 320 (160 male & 160 female) medical students of Dr. Pinnamaneni Siddhartha Institute of Medical Sciences & Research Foundation and Dr. Sudha & Nageswara Institute of Dental Sciences Chinnaoutpally, Krishna District (AP), INDIA. Results: The mean cephalic index was 76.94±2.53. The mean cephalic index for male was 75.68±2.05 and for female was 78.20±2.33. The difference between male and female cephalic index was significant (p= 0.001 & difference 2.52). Conclusion: The result of present study shows that majority of male of Andhra region are dolicocephalic or mesocephalic and female are mesocephalic. Cephalic index of the female is 2-3 point higher than the male in Andhra region population. This study will serve as basis of comparison for future studies on Andhra region population. Key Words: Cephalic index; head length; head breadth; Andhra region of India DOI: 10.3126/ajms.v2i1.3385 Asian Journal of Medical Sciences 2 (2011) 53-55

scholarly journals How to increase learning motivation using hypnotherapy

2021 ◽  
Vol 8 (1) ◽  
pp. 107-114
Author(s):  
Oki Dermawan ◽  
Busmayaril Busmayaril ◽  
Defriyanto Defriyanto ◽  
Fachrur Rozi
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Design Research ◽  
Learning Motivation ◽  
Motivation To Learn ◽  
Self Confidence ◽  
Before And After ◽  
Quasi Experimental ◽  
The Difference ◽  
The Individual

Each individual must have different motivation to learn, some are low, and some are high. Students' motivation to learn can be expressed from outside or within the individual. The result of low learning motivation is not being excited during the learning process. Low learning motivation can work for anyone. This problem occurs in 29 State Junior High School, Bandar Lampung students experience low learning motivation with characteristics such as chatting, sleeping, not paying attention while in the learning process. So it is necessary to increase the motivation to learn by using hypnotherapy. This study aims to reveal the effect of hypnotherapy on learning motivation, followed by students. This research is quantitative with a Quasi-Experimental research type, and One group pretest-posttest design research design. The results show the difference between before and after being given hypnotherapy. So it can be denied that hypnotherapy affects learning motivation in students. Hypnotherapy can arouse students' enthusiasm in learning and can suggest various positive things that aim to increase self-confidence, motivation, and a positive self-image.

scholarly journals THE EFFECT OF MAKE A MATCH (MAM) TYPE MODEL AND BAMBOO DANCE TYPE MODEL THROUGH COOPERATIVE LEARNING ON STUDENTS MOTIVATION

2017 ◽  
Vol 3 (1) ◽  
pp. 26
Author(s):  
Mohamad Nur Fauzi ◽  
Budi Usodo ◽  
Sri Subanti
Keyword(s):  
Cooperative Learning ◽  
Experimental Research ◽  
Learning Process ◽  
Mathematics Teaching ◽  
Control Group ◽  
Type Model ◽  
Activity Data ◽  
Quasi Experimental ◽  
The Difference ◽  
And Control

 Students motivation plays an important role in every learning process. Lacking in Make A Match (MAM) type model in mathematics teaching has become the justification in finding the solution for the crowded situation. This research used quasi experimental research design. The samples used were 60 students and they were requested to respond a set of motivation questionnaire. In addition, the students activity data was obtained from the observation sheet. T-test was used to determine the difference in motivation between experimental and control group. The result revealed that, the influence of the Make A Match (MAM) Type Model And Bamboo Dance Type Model Through Cooperative Learning on the motivation of the students.

scholarly journals Investigating the Role of Medical Terms Translation in Facilitating Learning Process for Medical Students

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Abdelrahman Elyass Mohamed Abdelmajd ◽  
Hassan Mahill Abdallah Hassan
Keyword(s):  
Medical Students ◽  
Learning Process ◽  
Quantitative Method ◽  
Medical Sciences ◽  
Great Role ◽  
Medical Terms

This paper aims to answer “To what extent Medical Terms Translation can help in Facilitating Learning Process for Medical Students?” The researcher has adopted the quantitative method as well as the questionnaire as a tool for collecting data relevant to the study to bring to the light the importance of Medical Terms Translation in Facilitating Learning Process for students who study Medical Sciences. The sample of this study comprises (60) students. The marks obtained from the questionnaire were compared. From one hand, the results have revealed that the students encountered difficulties in   understanding the Medical Terms. The result has shown that the questionnaire significance indicates that there is highly difference among students.  Therefore, this indicates that Medical Terms Translation can play great role in Facilitating Learning Process for Students who study Medical Sciences.

Sign in / Sign up

Export Citation Format

Share Document