Blackboard Teaching Research Articles

A survey study based on undergraduate medical students’ feedback regarding pathology and the teaching-learning methodologies employed

Background: It cannot be emphasized enough that a solid understanding of pathology is the foundation for a good clinical practice. And, Pathology, being a vast subject with the number of lecture hours being limited, understanding the students’ perspective is essential for generating interest in the subject and for gaining essential knowledge and skills during those limited hours assigned. Aim: This study was aimed at understanding the students’ perspective regarding pathology as a subject and about the effectiveness of the various teaching-learning methods currently used by the faculty of our department. Materials & Methods: This study was carried out on 81 2nd MBBS students (regular batch) who have completed 3 semesters of pathology using a predesigned questionnaire with questions pertaining to students’ perception of pathology and the various teaching learning methods currently used by the faculty. Results: A vast majority of the students, 96.6%, found pathology to be an interesting subject. About 95% of them agreed that a sound knowledge of pathology was useful during their clinical postings and for their clinical practice. Majority of the students, 76.6%, were satisfied with content of the lectures taken. 93.3% of them felt that enough stress has been laid on important topics during the lecture classes and important points have been highlighted adequately. Popular modes of teaching learning were case-based discussions and group discussion (96.6 %), Powerpoint presentations (88%), black board teaching (78.3 %), integrated teaching ( 83.3%). 96.65% of the students agreed that written exams were a very effective assessment tool. Among the changes suggested by the students, the point most mentioned was that more practical exams and monthly tests need to be conducted because pathology was perceived as a vast subject. Lack of effective teacher-student communication was also mentioned in 6% of the feedback forms. Conclusion: Our study showed that most students had a positive attitude towards pathology as a subject as well as the various teaching learning methods employed by the faculty of our department. Most students felt case based discussions and integrated teaching to be among the most effective ways of gaining knowledge.

Reforming pathology teaching in medical college by peer-assisted learning and student-oriented interest building activities: A pilot study.

Peer-assisted learning (PAL) is a teaching-learning method in which students act as peer teachers and help other students to learn while also themselves learning by teaching. PAL through modified interest building activities (MIBAs) is seldom tried in teaching pathology in medical colleges. This study aimed to evaluate the usefulness of peer teaching using MIBA, obtain feedback from students, and compare different activities with each other and with traditional teaching-learning methods. An interventional pilot study was conducted in 2 months on the 2nd MBBS undergraduates learning pathology at a medical college in North India. Students acted as peer teachers and performed different MIBAs including role plays, demonstration of pathogenesis through props, student-led seminars such as PowerPoint teaching, blackboard teaching, multiple choice question seminars, case-based learning (CBL) exercises, and quizzes before teaching sessions. Feedback was obtained through structured questionnaires on a 5-point Likert scale. Paired t-test was used to compare traditional teaching with MIBAs, and Friedman test was used to compare among different MIBAs. Students found ease of understanding and the interaction and involvement of students as the most important benefits of PAL. MIBAs increased voluntary participation, coordination, teamwork, shared responsibility, and group dynamics among students. Quiz sessions followed by PowerPoint seminars and prop demonstrations received highest mean scores from students on most of the parameters. Quizzes, blackboard teaching, prop activities, and CBL helped students understand topics better and generated interest. Learners advocated for making MIBAs and PAL compulsory for future students. PAL complemented by MIBAs may be adopted to make teaching-learning more interesting and effective through the active involvement and participation of students.

Comparative study of conventional teaching methods and case discussions among the First Year MBBS Students

Introduction: This study compares two commonly practised methods of didactic teaching employed during theory classes i.e., power point presentation and blackboard teaching, and evaluates the impact of substituting these age-old techniques with case discussions based on real life clinical scenarios. Setting and Design: This cross sectional study was carried out in the Department of Biochemistry, Lady Hardinge Medical College, New Delhi, India. Subjects and Methods: A total of 198 first year MBBS students participated in the study during the period September 2015 to June 2016. The tool used was a pretested questionnaire which served as a feedback form. The obtained data was systemically tabulated. A SPSS software was used to analyze the data and appropriate pie charts and tables were drawn. Results: A large majority of students found case discussions to be far more interesting and useful from the perspective of learning and understanding. Conclusion: Didactic teaching methods do not contribute significantly to the knowledge base of the students. Case discussions, which highlight the clinical relevance of the subject through real life situations are a far more effective and robust method for developing a keener understanding of biochemistry among the students.

Innovative methods of knowledge transfer by multimedia library

The present situation of teaching and learning new knowledge taught in the classroom is highly variable depending on the specific topics concerned. If we analyze the manifold ways of teaching / learning at university level, we can notice a very good combination between classical and modern methods. The first category includes the classic chalk blackboard teaching, followed by the also classical learning based on paper reference material. The second category includes books published in PDF or PPT [1], which are printed on the type backing CD / DVD. Since 2006 the author was concerned about the transfer of information and knowledge through video files like AVI, FLV or MPEG using various means of transfer, from the free ones (via Internet) and continuing with those involving minimal costs, i.e. on CD / DVD support. Encouraged by the students’ interest in this kind of teaching material as proved by monitoring [2] the site http://www.cursuriuniversitarebraila.ugal.ro, the author has managed to publish with ISBN the first video book in Romania, which has a non conformist content in that the chapters are located not by paging but by the hour or minutes of shooting when they were made.

Android-based Augmented Reality to Enhance Education System

times, Augmented Reality has become prominent technology in digital and virtual world due to rapid advancements in Internet and Information Technology, omnipresence of Wireless broad band connections and adaption to mobile technology and smart phones. Augmented Reality in short AR, a technology for augmenting digital information such as text, graphics, audio and animation, live video stream too. Using AR, virtual objects are generated into real world or real-time environment. Applications and ongoing research of Augmented Reality include various sectors like medical, military training, education, games and ecommerce. For example, in military, AR is used to display the augmented annotated information about hidden enemy units to the pilot. This paper tries to address how the Marker- based Augmented Reality with help of android application can enhance the current education system. In existing education system, for example, teaching primary school children, teacher uses blackboard teaching method or by showing 2D images in books to explain about any element in the real world. The above practice may or may not enhance the knowledge about the particular element by all the students in class. But by introducing augmented reality into education system, teacher can show 3D object to student instead of drawing 2D image on blackboard. The objects can be viewed from different angles - left, right, top, and bottom. And the object can be scaled even play animation on it with audio. The 3-D augmented model objects can easily understand by the students. This idea of learning enables them to quickly grasp more and more as compare to conventional teaching approach. In this paper, to enhance the education system, proposed an idea to use augmented reality with android platform. Here, for experimental purpose taken sample size of 35 tracker images to generate their 3D objects in our android augmented reality application. In this paper, described 10 samples with their augmented 3D objects.

Effective physiology teaching methods: from the perspective of first year MBBS students.

Students who took admission in first year MBBS course used to study physiology, anatomy and biochemistry for one and half years. Since a decade the first year course duration was reduced to one year unaltering the syllabus in the three basic subjects. So students are focusing on the easy ways to clear the university exams by accepting the concise books, which is dampening the real quality of the subject knowledge. This study is aimed at understanding the best methods of physiology teaching in the lecture gallery, from the student's perspective. The present study was undertaken at a private medical college in southern part of India in Telangana state, on 100 students who took admission in first year MBBS course, in the academic year 2015-2016. Out of 100, 36 are boys and 64 are girl students. Distributed a question paper which is having 2 sets of questions. First question is having three statements regarding the teaching methods namely; chalk and blackboard teaching, over head projection teaching and power point teaching. Students were asked to choose the best statement which they prefer. Second question is consisting of combination of teaching methods and they are; chalk and blackboard with over head projection teaching method, chalk and blackboard with power point presentation. Again the students were asked to choose one of the 2 statements in 2nd question. Students preference of teaching methods for understanding of physiology in percentage; chalk and blackboard-54, over head projection teaching-4, power point presentation-32, chalk and blackboard with over head projection-26, chalk and blackboard with power point presentation-64. Majority of the students are in favor of a combination of chalk and blackboard with power point presentation for better understanding of physiology, next is chalk and blackboard teaching alone.

Archives of anatomy from the 17th to 21st century

The article provides an insight into the history of anatomy and anatomical teaching from the 17th to 21st century. A form of teaching that commenced by expressing the anatomical intricacy using paintings, sketches, and models evolved into museums with formalin-preserved specimens, corrosion casts, plastination, and finally culminating in the contemporary museums with electronic screens and audiovisual aids. Anatomical teaching has evolved with time from blackboard teaching to use of overhead projectors, imaging, demonstrations, and simulation. Anatomy is a science which, to be expressed in all its grandeur, requires a combined teamwork of anatomists, renowned artists, modelers, technicians, and computer experts. The latest three-dimensional viewing capabilities will certainly be applied to teaching anatomy in future. This will enable a medical student to understand anatomy more appropriately in all its dimensions.

Audio-Visual Aids in Teaching-Learning Process of Health Science Students and Professionals

Essence and necessity to make the teaching-learning process more innovative, scientific and students' centred have become main aim and objective of present day education system. A large number of methods are being used in teaching-learning process. The audio visual aids are being increasingly used since these involve both audio (verbal) as well as visual way of teaching. Several researches have been proved that the ability to recall is high with teaching using audio visual aids. Selection of appropriate media of teaching is one of the smart and important steps of teaching students of different levels and domains. Several media of audio visual aids are being practisized such as overhead projector (OHP), power point presentation (PPT), white or black board teaching and flip charts etc. These media have merits as well as demerits. There are key techniques to make them more effective. The audio visual aids help in consolidation of long term memories of learnt information. Logical use of different types of media simultaneously during teaching can be more beneficial for the learners in many ways.

English

Flipped course is used in well-developed educational institutions and technologically developed countries. It is quite experimental in nature for resource restricted educational institutions and developing countries. In this paper such cases are considered, where faculties make use of free resources available for conducting flipped courses. Traditionally courses are taught to the students using black board. Nowadays teachers have started using power point presentations for their teaching. Teachers cannot completely depend on black board teaching to demonstrate the applications and implementations of a course. In addition to the conceptual teaching, the students should be actively involved and motivated to make the course more effective. To make students get involved in learning about concepts of a course, the authors have designed and conducted different case studies. The methodology of delivering course and assessment methods are refined year after year using qualitative and quantitative measurements. Comparison of the outcomes is done by the authors with respect to students' performance year after year. This helps in refining the course content, course delivery and assessment methods. In this paper, authors discuss the different course delivery methodologies they are practicing with continuous refinements. The authors suggest different learning activities, assessment methods and their outcome analysis in this paper. Key words:  Active learning, outcome analysis, flipped course, student learning.

Blackboard versus PowerPoint presentation: Students opinion in medical education

Aim: The aim was to get the students opinion regarding blackboard and PowerPoint (PPT) presentation in 1st year medical students and to determine the advantages and disadvantages of both the methods. Methods: A cross-sectional descriptive questionnaire-based study was conducted in 1st year medical students. A total of 49 (n = 49) 1st year medical students were participated in the study. A predesigned and pretested questionnaire in English was used to collect data. A questionnaire containing 15 questions was used to assess views of students regarding blackboard and PPT teaching methods. Questionnaire forms were given after blackboard and PPT presentation on Biochemistry topic. Students were requested to fill the questionnaire forms and opine. Results: The results were analyzed by statistical analysis software version 16.0 (U.S.A) and expressed in percentages and displayed with the help of bar diagram and pie chart. In this study, blackboard teaching was the most preferred teaching aid (60.43%) compared to PPT teaching method (39.56%). However, more subject coverage (69.3%) and demonstrations of clinical conditions (69.3%) were better in PPT teaching when compared to blackboard teaching method. Conclusions: Blackboard teaching remains the best preferred teaching aid, which can be supplemented by PPT presentation for better understanding.

Innovative Teaching Approach: To Transfer Focus from Teachers to Learners

In a modern view of learning students are expected to be active in the learning process by participating collaborative activities. There is big question in front of many faculty members how can we personalize and customize learning and yet make it efficient and effective. There are many technologies available for teaching and learning. However abstract thinking is a vital skill when learning Object oriented & Architecture oriented technology in computer science Engineering and Electronic Engineering. According to our study students in the classroom as well as in industry encounter difficulties in thinking in abstract terms while practicing object oriented development. The blackboard teaching is not that much effective to involve them into the learning process [6]. This work is basically conducted to explore the present modern resources. This generation students are becoming intelligence rich, they are interested to gain knowledge not just through the conventional methods of teaching but also through new teaching methodologies. The aim of this work is to explore the opinion of students about teaching methodologies they found as the most interesting and best to learn these types of subjects. Some group based activities Jigsaw (Write-Break & Make), Simulation, Top-Down approach, Activity based Teaching are presented here to make teaching learning process more efficient and knowledge sharing and make focus transfer from teachers to the learners.

Experiences in Architecture Education Learning and Teaching Methodologies (Topic: Teaching - Sharing or Enhancing the Learning)

Different lines of thought process and experimentation is the requirement of today's teaching. Black board teaching is one of the conventional systems of education. A challenge is to keep up the interest of the young learners, and making the learning more enjoyable process than just a submission. The short span of attention period of the pupil needs to be put up with work using rational thinking and hands on experiences. In order to succeed in the increasingly complex and rapidly growing techniques in the world, teachers need to equip themselves with effective thinking skills and update their knowledge to the present growing technology. Teaching strategies need mode of the process of critical thinking that would engage students in an active learning process i.e; the students are to be directly involved in the learning process through practical methods. This paper discusses the teaching and learning through different methods depending on the subject and also throws light on the effectiveness of the methods. Apart from the usual formal teacher-centered approaches, such as the fifty minute lecture, the active teaching and learning creates opportunities for interaction between teachers and students, discussions among students themselves, as well as between students and the subject materials. The visual and other methods of learning will create a strong bond to relate between the theoretical subjects taught to the practical design studios. This leads to promising opportunity for teacher to explore new methods and pedagogies for updating the learning and teaching strategies and also for further research to those educators who wish to pursue a deeper understanding of the process of learning to teach.

Teaching Methods in Undergraduate Teaching and Extent of Computer and Internet Use: A Study at a Medical College in North India

ContextThe formal teaching in medical colleges has undergone substantial changes over the last few decades, particularly after the advent of the computer and the Internet.AimsThe present study was conducted to know about the different teaching methods used and the extent of the use of computers and Internet by teachers in formal classroom teaching at the undergraduate level.MethodsA questionnaire-based study was conducted among all the available teachers working at S.R.M.S. Institute of Medical Sciences, Bareilly (UP), between March 2012 and June 2012. Total number of medical teachers participated in the study was 142. Besides this, a feedback from the students was also taken regarding their preference for different teaching methods; the number of students was 148.ResultsA vast majority of teachers (83.09%) were found using computers and Internet in teaching medical students. Moreover, this use is more frequently seen among the teachers of younger age, with a significant statistical correlation between the computer and Internet use and the younger age of teachers (<italic>P</italic>-value of 0.045). However, the most significant finding was that most students still prefer blackboard teaching for better understanding the subject.Use of computers and Internet has increased tremendously in medical education.

Evaluation of undergraduate medical students’ learning environment in Goa: A cross-sectional study

Background: An increase in the medical student intake capacity from 100 to 150 seats in Goa Medical College during the academic year 2012-2013, led the author to assess the undergraduate Medical students’ learning environment with a view to suggest policy changes that enhance learning experience. Objective: To describe some of the preferences of the undergraduate Medical students regarding their learning environment with the aim of making the environment more conducive to learning. Methods: A cross sectional study design was used. Student volunteers from all the three phases of MBBS course were invited to participate in the study and after obtaining informed consent, data was collected through predesigned pretested self administered structured anonymous questionnaires. Of the total 446 undergraduate students from various semesters, 387(86.77%) students participated in the study. Data were entered in SPSS software (version.17) and analyzed using descriptive statistics. Results: For lectures 53.7% of the study participants preferred small group teaching (20-30 students). Most (62%) believed that 30-45 minutes was the ideal duration for a lecture, the attention span during lecture classes as admitted by 44.2% was only 20-30 minutes. Most of the students (66.9%) thought multimedia to be the most effective teaching tool followed by traditional blackboard teaching and transparencies. Most students (62.5%) favored the multiple choice question and short question system of assessment. Conclusion: Duration of lectures should be reduced to 30-45 minutes. More of multiple choice and short questions rather than long questions need to be part of our student assessment.

Teaching nature study on the blackboard in late nineteenth- and early twentieth-century England

England's Education Acts in the late nineteenth century made school free and mandatory for all children, filling schools with more and younger students. Visual teaching methods such as blackboard drawing were used to catch young students’ eyes and engage their interest. At the same time, there was high public engagement with natural history and popular science lectures, which built the perception of science as accessible, interesting and useful for people of all social classes. This “science for all” trend along with the new universal education paved the way for nature study, a new school subject based on experiential learning through observation of plants and animals, similar to the popular nineteenth-century pedagogy of object lessons. The many manuals about nature study that were published for teachers in England in the early twentieth century reveal the content, pedagogy, and portrayal of science communicated to young students. Analysis of one manual, Nature teaching on the blackboard (1910), sheds light on typical nature study lessons, including suggested images for teachers to draw on the blackboard. Visual methods of teaching science were not limited to schoolchildren: university lecturers as well as popularizers of science used object lessons and blackboard drawing to educate and entertain their adult audiences. Comparing blackboard teaching of nature study with other educational images and audiences for science explores how multisensory learning and the blackboard brought information about the natural world and engagement with science to the public.

Construction of pediatric bone and joint system diagnostic imaging online course by blackboard platform

Diagnostic Imaging Pediatric bone and joint system was a sub-branch of professional courses.The content was more difficult and learners were not relaxed to master the knowledge alone.It was easy,across time and space,resource sharing and interactive to operate on blackboard teaching platform.We can better accomplish teaching and learning task with pediatric bone and joint diagnostic imaging online course constructed by blackboard platform. Key words: Pediatrics; Bones and joints; Image; Blackboard; Online course

Active learning by play dough modeling in the medical profession

Learning the nervous system has always been a difficult task for undergraduate students. In particular, the complexity of the system and the condensed time available present a difficult challenge. Regardless of audiovisual aids (blackboard, PowerPoint presentations, ready-made models, or CD-ROMs),

Comparison of Two Modes in Engineering Drawing Teaching: Traditional Teaching and Multimedia NetworkTeaching

In order to explore good teaching methods, the traditional teaching model and online teaching mode were compared and their own characteristics were analyzed. The results showed that two modes should be combined in order to better adapt to the current development of education rather than be not a single. Engineering drawing is a skill required of the basic course for engineering students. For many years, however, the blackboard, wall charts, models and other traditional teaching skills are very limited. With the rapid development of the electronics, information and communication technology, the online counseling system should be established without delay. Teachers and students, students and students can communicate well in the traditional teaching mode. Teachers can answer questions in time, however, the efficiency of class is low, and students cannot easily understand. Multimedia Network Teaching can improve teaching efficiency and enhance student interest in learning, which is important to the students’ spatial imagination. At the beginning, there are still something unsatisfactory.

Students' preferred teaching techniques for biochemistry in biomedicine and medicine courses

The aim of this study was to investigate the students' preferred teaching techniques, such as traditional blackboard, power-point, or slide-projection, for biochemistry discipline in biomedicine and medicine courses from São Paulo State University, UNESP, Botucatu, São Paulo, Brazil. Preferences for specific topic and teaching techniques were determined from questionnaires on a Liquert scale from 1 to 5 (strongly disagree; disagree; neither agree, nor disagree; agree; strongly agree) distributed at the end of biochemistry discipline to 180 biomedical students (30 students/year) and 540 medical students (90 students/year), during the years 2000-2005. Despite of the different number of hours applied to the course topics for the two groups of students, the majority of undergraduates from biomedicine and medicine preferred metabolic topics. Although the perception of a medical student is expected to be different than that of a biomedical student, as the aims of the two programs are different, 92.4% of students from each course agreed or strongly agreed with the biochemistry topics, and 92.1% thought highly on this subject. The majority of students, a number of 139 undergraduates from biomedicine and 419 from medicine course, preferred traditional blackboard teaching than slide-projection, or power-point class. In conclusion, it is imperative that the health courses reflect on sophisticated technology and data presentation with high density of information in biochemistry discipline. The traditional classes with blackboard presentation were most favored by students from biomedicine and medicine courses. The use of students' preferred teaching techniques might turn biochemistry more easily understood for biomedical and medical students.

A Prospective Study on MBBS Student About Different Visual Aids

Background: To enhance successful communication medical teachers are increasingly using different visual aids. Objective: To determine medical students perception of different visual aids like black board (BB), over head projector transparencies (OHPT) and, LCD and to generate recommendations for their optimal use. Methods: A questionnaire based study was carried out among first year MBBS students of Government Medical College, Kota, India. The survey was undertaken among 84 Medical students of first year MBBS of batch 2008 after exposing them to different visual aids like BB, OHPT and LCD in Physiology lectures. A few lectures were absolutely on BB, and some were on OHPT and on LCD. Few classes were taken with mixed visual aids. Students were exposed for such visual aids for one year and then they were requested to complete a questionnaire. Data were statistically analyzed by One Sample Chi-square test. Results: 55 (65.48%) students rated chalk &amp; black board as best visual aids in understanding the topic better as compared to OHPT and LCD (P&lt;0.01). 47 (55.95%) students have good learning experience with black board teaching and it is best mode to note down important points. 56 (66.66%) students favored LCD as more interesting and interactive visual aids (P&lt;0.01). It also complete the lecture faster which was advantageous for 69 (82.17%) students. 77 (91.66%) students wanted mixing of different visual aids (P&lt;0.01). Mostly (75%) do not find any difficulty in switching from one mode to another. No significant gender difference was observed. Conclusion: To improve students learning medical teachers should match the lectures with preferred visual aids. It will maintain interest and enthusiasm among pupil. Key Words: Black board, Teaching, Overhead projector, LCD projector. DOI: 10.3329/jbsp.v4i2.4174 J Bangladesh Soc Physiol. 2009 Dec;4(2): 58-63