Classical Teaching Methods Research Articles

Evaluation on the Effectiveness of Using 3D Rat Model for Teaching Blood Withdrawal Technique among Undergraduate Students

Usage of 3D model in medical education is very important in this era as part of 21st century teaching method. Application of 3D printing model in medical education helps to improve student spatial visualization skill and also will increase their interest in difficult topic or subject specifically in the science-based issue. This study aims to evaluate the effectiveness of using a 3D rat model for teaching blood withdrawal techniques among undergraduate students. Workshop of usage of 3D model rat was conducted among all students. Students were exposure to classical teaching method of blood withdrawal and follow by workshop using 3D rat model. A set of questionnaire was given to students before and after usage of 3D- printed rat model. Data collected used a questionnaire consisting of socio-demographic, pre and post- test question and assessment towards 3D models. A total of 117 participants were tested. 3D-printed rat model was used as part of the paired sample t-test. The result supported the hypothesis that the 3D- printed rat model in teaching blood withdrawal techniques is more effective compared to the using classical teaching method in the classroom (p<0.05). Study also showed that students satisfy with usage of 3D model for teaching blood withdrawal techniques. This study further demonstrated the 3D print rat model is beneficial for interactive education and enriching student learning capacity.

TEACHING OF MEDICAL PARASITOLOGY TO THE STUDENTS OF “NURSING” SPECIALTY OF MEDICAL COLLEGES DURING TRADITIONAL AND ON LINE STUDYING

Objective: to study the possibility of teaching of medical parasitology to medical collegestudents using interactive and traditional methods, as well as distance learning duringthe quarantine.Material and methods: both classical and modern teaching methods, as well astheir combination, were considered. During practical classes in the course "MedicalParasitology" such teaching methods as gaming, group work, coaching were used formedical college students.Results: several approaches were used during the practical classes: in the first case acombination of gaming and solving situational problems have been used, and in the secondcase students worked in groups and determined the species of parasitic organisms. Bothapproaches have proven to be effective, as there has been an increase in student interestduring practical classes. Due to the active involvement of students in the process of thelesson, as well as due to greater visualization of educational materials and teamwork,a significant increase in the performance of both individual students and the group as awhole was noticed. Positive dynamics was also observed during revision of the studiedmaterial. After applying the mentioned techniques, a higher percentage of understandingof the studied material by the students was observed. Distance learning use for collegestudents has also shown its effectiveness during quarantine, although some shortcomingsof this method in acquiring knowledge were noted, this is especially true while assessingand motivating students for studying.Conclusions: the effectiveness of interactive methods and group work was noted,especially for junior students. Methods of group working among students who entered themedical college after obtaining basic secondary education proved to be quite effective.

Using social media in the educational process

The article discusses the features of using distance learning in the modern educational environment of a university. This form of training is becoming more and more popular in modern educational organizations, therefore, it is advisable to adapt the usual, which have become classic teaching methods. The advantage of distance learning is determined by the use of innovative educational technologies, they are the foundation for designing and implementing of distance learning. Today, the Internet is one of the important channels of information transmission. Social media resources and the so-called social media (Rus. social network) are especially popular among young people and adolescents. In the article we have considered the term “social media”, studied the history of social networks, briefly analyzed the degree of effectiveness of the introduction of social networks in the educational process. It can be concluded that each social network has its own audience. In the educational process, they can be used at almost all stages of training. The article analyzes the possibilities of social networks in detail for implementing them as digital educational products, and also puts forward a number of features in the use of the obtained solutions for the learning process organizing. We came to the conclusion that the use of modern information technologies increases the effectiveness of distance learning. The study showed that each social network has its own target audience. Social networks can be used at almost all stages of training, because the function of social networks is not only to communicate between users in the form of sending audio, video, and text messages, but also to integrate social networks into the educational process, thereby becoming an educational tool. Social networks are becoming a new learning environment for modern students and offer them new ways of interaction. The positive impact of network technologies is caused by the modernization of traditional education.

Podcasts as ateaching tool inorthopaedic surgery : Is it beneficial or more an exemption card from attending lectures?

ObjectiveThe aim of this study was to evaluate the influence of the introduction of online podcasts as part of the main lecture series in orthopaedics on the number of lecture attendees, the examination results and the assessment of teaching by the students. Additionally, we evaluated the use of other media for examination preparation.MethodologyAt the beginning and end of the lecture series questionnaires were handed out to the students to evaluate their attitudes towards attending lectures, the use of video podcasts and examination preparation. In addition, the number of lecture attendees and podcast usage during the semester were counted and the statements of the students in the evaluation assessments of orthopaedic teaching were evaluated. The examination results were correlated in a statistical analysis with the learning materials provided by the students for examination preparation.ResultsAt the end of the lecture series, 284 students stated that they used the lecture podcast about twice as often as attending lectures; however, for the majority of the students the provision of a video podcast was no reason not to attend the lecture. For example, 37.2% stated that they never and 26.8% stated that they rarely had not attended the lecture by providing the podcasts. Of the students 91–95% considered the availability of lecture podcasts to be a rather meaningful or very meaningful supplement to the lecture visit. Students increasingly used digital media to prepare for examinations instead of using traditional analogue methods. None of the learning methods or materials examined showed a statistically significant advantage in examination results.ConclusionStudents in the age of digitalization use a variety of learning materials and are no longer bound to classical analog teaching methods. The use of online podcasts had no negative impact on examination performance. Most students perceived lecture podcasts as a useful supplement to lecture attendance. The students praised the expansion of the teaching curriculum to include additional digital offers with positive comments in the evaluations, but without achieving an improvement in these student evaluations.

Computer aided math learning as a tool to assess and increase motivation in learning math by visually impaired students

Purpose Effective teaching and learning mathematics is important to achieve good results during an academic and professional career. This is especially difficult for visually impaired students because of difficulties in managing structural information included in maths formulae. Methods The extended multimedia alternative method, including the problem of decomposition and knowledge vector, were presented and compared to the classical teaching method. A qualitative method to evaluate motivation during the process of teaching and learning maths for impaired students, which includes eleven detailed motivators, has been developed. Results The alternative teaching method offers statistically significant improvements in four of the eleven proposed assessment categories: success in progress – adjusting the difficulties of learning, presentation of the material, approval: group/individual and alternative presentation of mathematic materials. The experiments carried out allowed the authors to increase the knowledge about the limitations and challenges occurring in the process of maths education among visually impaired students and their motivation. Conclusions Based on the experiments and research results, it can be concluded that applying the proposed method of decomposition together with evaluation procedure based on the vector of knowledge in the process of teaching and learning of mathematics by visually impaired may increase their motivation positively. Implications for Rehabilitation The key aspects of the alternative method of presenting math formulae are included in the bellow points: • It increases the availability of materials containing structured information (mathematical formulae) for the blind. • It limits the importance of communication barriers in math education: the possibility of self-study, reducing costs – by reducing the number of individual tutorials. • It contributes to the development of universal rules for the structural presentation of information • It increases the independence of the student from the teacher.

Teaching at the paramedics school of the City of Munich during the COVID-19 pandemic

Die Corona-Krise hat die Berufsfachschule für Notfallsanitäter der Berufsfeuerwehr München genauso wie alle anderen deutschen Schulen innerhalb weniger Tage gezwungen, den Präsenzunterricht einzustellen. Auch die praktische Ausbildung an den Kliniken sowie auf dem Rettungswagen musste unterbrochen werden. Hohe Ausfallzeiten bei den Auszubildenden drohten und gefährdeten das Ausbildungsziel. Folglich musste Schulunterricht im Homeschooling realisiert werden. Neben der Unterstützung des Münchner Krisenstabs durch Lehrkräfte unserer Abteilung mussten also zusätzlich alle Klassen im virtuellen Klassenzimmer unterrichtet werden, wodurch sich der Arbeitsaufwand der Lehrenden signifikant erhöhte. Im ersten Schritt wurde mit Microsoft Skype eine schnelle Video- und Kommunikationsplattform gefunden. Alles weitere musste aufgrund der Kürze der Zeit im laufenden Unterricht entwickelt werden. Schnell stellte sich heraus, dass Frontalunterricht aufgrund der Monotonie über 35 h pro Woche allein keine Option sein konnte. Darüber hinaus drohten sich fehlende Prüfungsleistungen anzuhäufen, sodass wir auch im Homeschooling Leistungserhebungen sicherstellen mussten. Es zeigte sich innerhalb weniger Tage, dass sich, wenn auch mit gewissen Einschränkungen, nahezu alle Sozialformen und Unterrichtsmethoden im virtuellen Klassenzimmer integrieren lassen. Wie eine Umfrage unter den Auszubildenden zeigte, kann Homeschooling den Unterricht im Klassenzimmer nicht ersetzen, aber im Notfall eine gute Alternative darstellen. Zudem können sich viele Lernende Homeschooling als Ergänzung sehr gut vorstellen. Vielleicht kann die Krise so der Beginn einer neuen ergänzenden Unterrichtsstrategie sein.

Peer Assisted Learning Experience as an Extracurricular Activity during a Gross Anatomy course.

Multiple medical schools have modified classical teaching methods introducing new tools to improve learning processes 1. Amongst these, extra academic activities defined as out of the curriculum, of voluntary participation 2, and without grading, have been described as activities requiring auto discipline, teamwork, commitment and knowledge 3 as these are mostly carried out by an academic peer. These and other group activities in and out of campus should not be overlooked, as they also influence student performance in medical school. Additionally, peer assisted learning has many benefits, which include preparing students as future educators, improving their communication skills and reducing staff workload.The aim of this study is to describe the effect of a peer assisted learning based extracurricular activity on student performance during a Gross Anatomy course in an integrated curriculum medical school and the students’ perception on their own learning process.Quantitative and qualitative data acquisition tools were used to determine the existence or not of an association between the activity and students summative performance. Grades from two groups without the activities n=162 and two with these n=127 were considered with a total of 22 interventions. Additionally, quantitative data was triangulated with qualitative data obtained from a focal group with the student’s perception on their own learning process.No positive association (p &gt; 0.05) between the grades of each group were found. However, as each exam is composed by a theoretical and a practical component, a decrease in the difference between theoretical and practical grades when peer assisted extracurricular activities were applied was evident. When qualitative data was analyzed, there was a general perception by students that they had less stress levels during the practical component after the activity.Peer‐assisted extracurricular activities show to be beneficial for both: those who attend and peers. Students consider this activity as helpful in reducing other factors such as stress and anxiety that may also be influencing their performance on the exam. However, not finding an association may occur because the students who are more academically able tend to seek out teaching and/or research opportunities and participated at these activities 2. This and other factors need to be addressed and evaluated in order to restructure this tool, so it can be improved in a way it can be implemented and fully analyzed in the future.Support or Funding InformationAnatomy Laboratory, Universidad de los Andes School of Medicine

NEW TRENDS IN EDUCATIONAL PROCESS ORGANIZATION

The article deals with the organization of independent training and self-education of students. The self-study organization mechanism for each student is an infinite space to organize student's self-preparation which can vary from the list of references for additional study to the presentation of material with notes, questions to self-control, interactive tests, the use of internet platforms, and the like. it demonstrates the introduction of interactive means into educational process. Teaching English as a foreign language requires modern educational methods. it is proved that advanced technologies involved in the educational process serve as an important motivation for self-development and self-education of both teachers and students. Such fact can be explained by the fact that teacher &amp; student combination is considered the best approach for getting results. Traditionally the mechanism of student work such as self-organization has opened new spaces for educational activities. The offered education system should be defined as “Play and Learn”. The task of the teacher is not only to teach the language but also to educate a competitive member of the society. it has been proved that combining of classical teaching and interactive teaching generates a new and more effective model of studying process. The main idea of the article is to show that not only the classical teaching method but also the learning environment plays an important role. Having analyzed new approaches of educational methods, the authors conclude that there is no universal way to organize the educational process. it, like the curriculum, will always change with each new generation. A teacher who seeks to gain authority among students and impart their knowledge should teach students to love the subject and arouse the interest. The adaption to the latest trends to master the latest technologies is essential.

Imagination and Ethnography.

Abstract: In this paper, I will explore the use of fiction films as a teaching methods in classes of social anthropology with regional interest. I will compare the use of different films from the Black Sea region as way to 1. familiarise my students with the historical dis/continuities and presuppositions which contribute to the formation of the ‘region’, 2.bring them in contact with the methods of doing and writing ethnography. For this undertake, I am going to use four films, two from Georgia and two from the eastern shores of the Black Sea (Bulgaria and Romania). The discussion proposes a method of teaching through fiction films which traces the interlinks between imagination and representation.&#x0D; Keywords: stereotypes, area studies, the Caucasus, the Black Sea, Georgia, Bulgaria, Romania, violence, corruption

창의적 사고를 유도하는 고전교육 교수법 연구

창의적 사고를 유도하는 고전교육 교수법 연구

캡스톤 디자인을 활용한 창작 표현활동 수업 모형 개발

The purpose of this study is to affirm the practical applicability of capstone design class teaching model for elementary school expression activity with cooperation among elementary school education specialist, researcher, and elementary school teacher. The research method is to make corrections on and complement the model by trying it with ten fifth-grade elementary school students and pre-teacher, and to confirm the applicability of the model at the school site by completing the process of analysis, design, creation, expression, composition, presentation, and evaluation. Capstone design class teaching model is typified solely as ‘student-driven creation type’ and is a class teaching method to strengthen capacity through open discussions. The class process is composed of five parts, first, ‘self-expression and cognitive experience of the inner self’ through game activities, second, comprehension of the composition of movement lines and space, third, technical use of digital media and expansion of knowledge, fourth, development of problem-solving capacity in group activities with a sense of community acquired from cooperation with team members, and lastly, new creation with a variety of compositions and conversions through ‘presentation’, and furthermore, the model comprehensively covers the details of methods and contents for the class process.

ICTs and Geometry

The purpose of this paper is to present researches on how to teach students Geometry through ICTs methods from 2014 to 2019. The articles were searched through Google Scholar. At first, the focus of the article is on the teaching of geometry with software available on the Internet for PCs. Sec-ondly, educational games for geometry are presented that a student can in-stall on any device, such as a smartphone or tablet and are available to the user at any time. Almost all of the described researches have tested the ef-fectiveness of ICTs teaching methods for geometry in relation to classical teaching methods such as paper-and-pencil. Based on findings, the teaching of geometry with ICTs had better educational results than the paper-and-pencil method of teaching.

Are Educational Games Engaging and Motivating Moroccan Students to Learn Physics?

Nowadays and since the year 2000, the Moroccan educational system like all the other system of educations evolve towards putting more and more emphasis on the Competency-based approach rather than learning contents. Specific pedagogical tool are necessary to develop such competences, especially with the well-known rupture between teaching practices and the digital culture of young people, marked by the increased use of information and communication technologies. Pedagogies that rely on the use of educational games emerged as a solution to change traditional practices .In this sense, we have experimented with the use of educational game circuit warz in a physics classroom .We have restricted its use to the lesson of the voltage divider and we have compared its contributions to those of a classical teaching method .The results found a huge improvement in areas like motivation, engagement and interaction inter-learners.

Дистанційні технології у післядипломній освіті – альтернатива назустріч реформі

The purpose of the work is to analyze the practical, theoretical and methodical bases of training students for the distant form in the context of reforming the health care system in modern Ukraine. Distance learning as a component of the European Higher Education Area (EHEA) requires a qualitative transformation of the learning environment for learners and other learners in order to achieve their autonomy and ability to critical clinical thinking based on a productive approach that is essential for the formation of professional readiness specialists. By joining the Bologna process, Ukraine has embarked on a global reform of its higher education system, which should raise the status of holders of national diplomas on higher education in the European labor market. To achieve the best results in this direction, based on classical teaching methods, it is necessary to develop new ones – based on the Internet technologies of the XXI century, which are already successfully applied in a number of leading universities of Ukraine. The distance learning form is also called «life-long education» because most of the learners are adults. Have higher education, but because of the need to improve their skills or expand the scope of many, there is a need to quickly and qualitatively acquire new knowledge and skills. Due to the fact that distance technologies in the system of post-graduate education provide the status of listeners as important, democratic, active participants in their own potential, the importance of their internal motivation to improve personal and professional qualities is substantially increased. Internal motivation becomes the basis for the implementation of the professional profile of continuing education of doctors with the aim of correcting their personality-value, professional qualities. Conclusions Because of the need for advanced training or expansion of the field, many need to quickly and qualitatively acquire new knowledge and acquire professional skills. The distance learning form is very popular among the audience because of its economic performance and educational efficiency. The social function of professional mobility is a fundamental factor in ensuring the effectiveness of educational and cognitive activities of health professionals. Key words: distance learning; professional improvement; reforming; health care.

Past Experience in the Formation Communication Skills of Future Doctors: «Knowing the Past a Doctor Should to Foresights the Future»

The article is dedicated to the experience of forming and strengthening the motivation of future specialists in the field of primary health care, prevention and rehabilitation through the formation and using of topical content of aphorisms of the great philosophers and doctors of ancient times. The urgency and scale of the problems of reforming the medical sector and medical education persist for many years. The latest high-tech and expensive methods of teaching are supplemented by classical teaching methods with the appropriate professional level of scientific and pedagogical teams. Professional success, in addition to knowledge, skills and clinical skills, is based on the communicative skills that highlight the attitude of the future doctor to the chosen profession. It’s not necessary to look for new words to prove the role of communication skills. Specially selected statements of the most authoritative specialist – the ancient Greek physician Hippocrates, which were exhaustively formulated in the fourth century BC, amaze by their persuasiveness. We recommend to use the topical content of the aphorisms of the great doctors and philosophers as an additional pedagogical method for optimizing the training of students to perform their practical work in the clinic.

Evaluation of avirtual reality simulator for learning direct ophthalmoscopy in student teaching

The use of direct ophthalmoscopy in non-ophthalmological specialties seems to be decreasing in the clinical routine. This could be due to alack of training and thus an uncertain assessment. The aim of this study was to evaluate the effectiveness and acceptance of learning direct ophthalmoscopy on asimulator in comparison to the classical teaching method among students. Within the framework of the student block internship for ophthalmology, atotal of 34students took part in the project. The first group received classical training, the second group received simulator training. The learning success was assessed by an objective structured clinical examination (OSCE). The simulator training group showed asignificantly higher points score in individual disciplines. The subjects in the classical group achieved alearning success in the OSCE of 78%. In the simulator-based group ahigher score of 91% was achieved with alower scatter in all subdisciplines. The patient and instructor-independent availability of the teaching materials, areduction of light exposure for patients and test subjects, as well as astandardized and controlled mediation of physiological and pathological findings can be emphasized as advantages of the tested simulator. The simulator-based training for learning direct funduscopy is effective. The virtual reality simulator evaluated in this project can improve the training of students and residents.

Augmented Reality in Ophthalmology: Technical Innovation Complements Education for Medical Students

At the Medical Faculty of the University of Ulm, the learning objectives of ophthalmology are taught to students in a one-week block course in the fourth year of study. According to the National Competency-based Learning Objective Catalogue Medicine (NKLM), one of these learning objectives is the clinical examination of the eye, including the eye fundus examination. In order to best train this expertise as defined in the NKLM, a novel, augmented reality-based training simulator (Eyesi Indirect, VRmagic Holding AG, Mannheim, Germany) was integrated into the teaching at the University Eye Hospital Ulm. During the block week, two key questions were examined: Does the one week block lesson increase interest in ophthalmology? How do students assess the use of an innovative e-learning technology compared to three other classical teaching methods for learning ophthalmoscopy? As part of the student teaching (block weeks July and October 2016), 292 students were questioned by questionnaire anonymously and on a voluntary basis regarding their assessment of the block week and the training simulator at the beginning and end of the one week event. The ophthalmoscopies were classically practiced on the ophthalmoscope trainer, head model and on fellow students and then performed on the new training simulator. Overall, there was little interest among the students in ophthalmology. However, the block week helped to increase interest (p < 0.001). The assessments of attractiveness before and after the block week of ophthalmology as a later professional goal and as an optional subject in the practical year were also significantly increased (p < 0.001 or p = 0.031). With regard to the use of e-learning technologies, it was shown that the handling of the simulator for learning ophthalmoscopy was rated more attractive by the students than the classical technology-based teaching methods (all p < 0.01). The joy of learning could only be further increased by practicing on a fellow student (p = 0.051). The results of the present study show a positive impact of the block week on the attractiveness assessment of the specialty by the participating students. Innovative e-learning methods can increase the enjoyment of learning. However, the training simulator cannot provide a complete replacement of the training on a real person.

Dwujęzyczna edukacja przyszłych pedagogów społecznych jako gwarancja ich mobilności zawodowej

In this article the bilingual education of future social pedagogues is presented. It is based on general and special educational principles, general didactic and innovative forms of training, the latest and classical teaching methods, using specific means of training, including the goals and objectives of bilingual education. According to this notion, training occurs in four stages: covering stage (I–IV semesters of studying), additional stage (V–VIII semesters of studying), parity stage (I–II semesters of master’s degree), evolutionary stage (III semester of master’s degree). To each of these stages, special educational and methodological materials have been developed to provide a specific process of bilingual education at the appropriate stages, which forms a training complex for the implementation of bilingual training of future specialists, which corresponds to the educational program of training specialists in the social sphere and covers all types of educational activities of students in the context of bilingual education. It should be noted that this technology has been tested at the Zhytomyr Ivan Franko State University for eight years and has given positive results, especially in terms of the motivational component of the training. In the article it is demonstrated that bilingual education is a guarantee of the professional mobility of future social sphere specialists since this kind of training enables our graduates to be competitive in the modern labor market and to work in any part of Europe and not only in their own country.

Evaluation of a Formal Wellness Curriculum to Reduce Burnout in Anesthesia Residents: A Pilot Study

Long-term exhaustion and chronic occupational stress often result in physician burnout, which can have adverse consequences for patients, physicians, their families, and society. We hypothesized that increased engagement with a wellness curriculum would reduce the level of burnout, as measured by the Maslach Burnout Inventory Human Services Survey (MBI-HSS). We created a yearlong multifaceted pilot wellness curriculum for anesthesia residents at our institution. All residents could experience the wellness curriculum regardless of enrollment in the study. Residents completed the MBI-HSS three times during the year and indicated the number of wellness events attended via web survey. We assessed the influence of different curriculum components and time on the trajectory of three MBI-HSS subscales: emotional exhaustion, depersonalization, and personal accomplishment. Thirty-nine of 43 residents consented to participate in the study and completed at least one survey. Residents showed high levels of emotional exhaustion (mean 29.6; SD 11.14), depersonalization (12.8; 4.49), and personal accomplishment (45.0; 6.50) at baseline. Only personal accomplishment showed a significant increase over time (P < .036). Off-campus, wellness group sessions significantly decreased depersonalization (P = .001) and showed no difference in emotional exhaustion (P = .090). However, didactic workshops and wellness-related grand rounds failed to improve our measure of physician burnout, underscoring the need for alternative interventions to reduce this problem. A formal wellness curriculum that used classic didactic teaching methods was ineffective at decreasing resident burnout scores. Only wellness group meetings significantly reduced burnout measures. Our findings have important implications for planning future resident wellness interventions.

ALU Design by VHDL Using FPGA Technology and Micro Learning in Engineering Education

The aim of this study is to develop case-study called Allowing Complexity to Complex Project (ACCP) for micro- learning in order to achieve high performance in computer architecture education and to test the legitimacy of classical teaching methods. The Arithmetic/Logic Unit (ALU) design was used as an example of the ACCP which consists of many examples and models aimed at developing students' skills in using complex arithmetic logical shifting and rotation instructions. Moreover, in this study, a real-world project on Field Programmable Gate Arrays (FPGA) devices was also developed using micro learning (ML). To this end, various hardware and software programs designed for computer architecture education and training were combined with improved instructional and attractive examples.