Combination Of Lectures Research Articles

Advanced Technologies for Teaching Rachana Sharir: Implications for Academic Education

The study of Rachana Sharira is a cornerstone of educational programs in the biological and healthcare fields. It is crucial that the teaching methods and instructional strategies used in this subject effectively prepare students. Traditionally, Rachana Sharira has been taught through a combination of lectures and hands-on practical sessions involving cadaver dissections and pre-dissected specimens. However, with the advent of modern digital technologies, such as smartphones, QR codes, and virtual reality, along with advanced imaging techniques like radiography, ultrasonography, MRI, and CT scans, the landscape of Rachana Sharira education is evolving. This review aims to explore how these innovative tools are being integrated into academic settings to enhance the diversity and effectiveness of Rachana Sharira teaching, ultimately improving students' understanding of the subject and its clinical applications.

Summer School in Computational Physiology: A Collaborative Course in Modeling Excitable Tissues

ABSTRACT Computational modeling of physiology is a multiscale, multidisciplinary field requiring a diverse set of skills and backgrounds. The Simula Summer School in Computational Physiology aims to teach graduate students from around the world practical methods for multiscale modeling of excitable tissues (specifically, the heart and brain). This joint summer school is collaboratively based on the complementary expertise and shared educational goals of three institutions: Simula Research Laboratory, the University of Oslo, and the University of California San Diego. The summer school’s core goal is to promote successful research collaboration among the host institutions and to train excellent computational researchers. Keys to the success of this type of school include sustainable funding, close mentorship, and innovative, adaptive teaching tools. Using a combination of lectures, hands-on programming modules, and real-world projects in small groups with experienced scientific mentors, this unique program is an immersive way for young scientists to develop skills and network with future peers from around the world.

A Training Course for Simulating Head and Neck Ultrasound-Guided Procedures Using a Gelatin Phantom Model.

Ultrasound (US)-guided procedures can be used in the evaluation and treatment of neck masses. However, these procedures need to be practiced before being executed on humans. The aim of this study is to evaluate the efficacy of a training program using a gelatin phantom to practice US-guided procedures. This program included a lecture and practice with a gelatin phantom. We recruited doctors from different hospitals to practice US-guided procedures, including fine-needle aspiration (FNA), core needle biopsy (CNB), percutaneous ethanol injection (PEI), and radiofrequency ablation (RFA). We used a questionnaire with a 5-point scale to evaluate the effectiveness of practicing US-guided procedures under a gelatin phantom. Forty-four doctors participated, and 37 of them completed the questionnaires. After training, the mean (SD) scores of the doctors were 4.68 (0.47) for "Satisfaction with this course," 4.54 (0.61) for "Ease in practicing FNA&CNB using the phantom," 4.49 (0.61) for "Ease in practicing PEI using the phantom," 4.49 (0.65) for "Ease in practicing RFA using the phantom," and 4.57 (0.55) for "The course effectively familiarizing participants with US-guided procedures." Participants without experience in US examination had higher scores than those with previous US experience, but the difference was not statistically significant. A combination of lectures and hands-on practice of US-guided procedures using a gelatin phantom is an effective educational method for doctors interested in head and neck US. After the training program, doctors gained a better understanding of the necessary steps and skills required for these procedures. They can correctly insert the instruments into the target lesion and perform different US-guided procedures.

Menanamkan Nilai-nilai Antikorupsi dan Menumbuhkan Kesadaran Etika di SMA Negeri 55 Jakarta

Corruption is still a big challenge in Indonesia, so it requires the introduction of anti-corruption education from an early age. The community service team from STIE Indonesia Banking School initiated a comprehensive outreach program at SMA Negeri 55 Jakarta which aims to instill anti-corruption values ​​and foster ethical awareness among students. The program uses a combination of lectures and interactive discussions, involving not only students but also teachers and school staff. The results show increased knowledge that students, through active participation in extracurricular activities, classroom learning, and daily social interactions, play an important role in developing anti-corruption character and ethical awareness. In addition, teachers and school staff play an important role in modeling and reinforcing the principles of integrity, responsibility, and honesty, thereby guiding students in embracing these core values. This initiative highlights the collective efforts required to foster a culture of integrity in educational settings.

Harvard Medical School Global Mental Health: Trauma and Recovery Course: What is the Global Impact? Three Year’s Results

Purpose: This paper describes and documents an innovative blended learning Global Mental Health: Trauma and Recovery certificate training course. This course combines a two-week face-to-face training in Orvieto, Italy with a five-month follow-up online virtual training as a learning experience for global health care practitioners. Continuing medical education (CME) accreditation is offered upon completion. This course utilized an innovative blended learning model with a community of practice approach, a combination of lectures and discussions, and online in-depth group case study discussions. Methodology: Data was collected by self-reported anonymous evaluation by participants of three continuous years of the CME Global Mental Health: Trauma and Recovery certificate training course sponsored by Harvard Medical School. One hundred fifty-five participants (n= 39 in 2011; n = 57 in 2012; n=59 in 2013) underwent a pre- and post-course evaluation to determine sustained confidence in performing medical and psychiatric care to traumatized patients and communities, as well as to determine their learning of the Global Mental Health Action Plan (GMHAP). Results: Over the course of three independent years, a total of 155 participants were evaluated. There was evidence for significant improvement in their confidence levels in all clinical areas (diagnosis; treatment of trauma; use of psychotropic medication) when comparing baseline to completion of the six-month course. All ten dimensions of the GMHAP and nine medical and psychiatric aspects of treatment revealed significant improvement in confidence levels. Regression analysis also indicated similar results after the adjustment of demographic covariates. Physicians and participants with mental health and social work background had significantly higher confidence. Participants who were MD’s or psychiatrists had higher confidence in most of the categories of confidence except for self-care, understanding culture, collaboration, and policy and financing. The model showed no difference in learning based upon gender and level of development of country of origin. Conclusion: The evaluation of this blended learning CME program provides evidence of significant enhancement of clinical practice and planning skills in health care practitioners working with highly traumatized patients and communities worldwide. This successful training over the past 18 years has gone far to achieve the health and mental health capacity building as requested by the Ministers of Health from post-conflict societies in the historic Rome meeting in 2004.

Endosurgery workshop to improve the confidence of novice pediatric surgeons in performing laparoscopic hepaticojejunostomy.

This study assessed the efficacy of a high-impact, short-term workshop in honing the laparoscopic hepaticojejunostomy technical skills and self-confidence of novice pediatric surgeons, focusing on vertical needle driving and knot tying. Lectures, hands-on sessions, pre- and post-workshop evaluations, and training using porcine models were conducted to refine basic and advanced skills. The "hepaticojejunostomy simulator" was used for comparative analysis of precision in pre- and post-workshop vertical needle driving and knot tying. Participants self-evaluated their skills and confidence on a 5-point scale. After the workshop, eight inexperienced pediatric surgeons demonstrated a significant improvement in hepaticojejunostomy suturing task completion rates and needle-driving precision at the jejunum and hepatic duct. However, the A-Lap Mini Endoscopic Surgery Skill Assessment System indicated no significant improvements in most assessed parameters, except for the full-layer closure score (p = 0.03). However, a significant increase in participants' confidence levels in performing laparoscopic hepaticojejunostomy was observed. The workshop augmented technical proficiency and confidence in young pediatric surgeons. The combination of lectures, practical exposure, and model training is an effective educational strategy in pediatric surgical instruction.

Empowering Young Entrepreneurs: Practical Learning Initiatives in Primary Education

The output of this service shows that the lecture session succeeded in increasing students' understanding of the world of entrepreneurship, while the practice of making small parcels provided direct experience in applying these concepts. The exhibition of student work reveals originality in selecting local materials, helping the local economy, and exploring creative potential in business procedures. Apart from having a good influence on children, strong collaboration between schools, teachers and the surrounding community has also been successful. The complete study shows that the success of this service has helped encourage students' enthusiasm to continue exploring their entrepreneurial potential. The results of this service show that a holistic approach through a combination of lectures and practice of making micro parcels has a good impact on students' understanding of entrepreneurship. However, to ensure sustainability and sustainable growth, follow-up action is needed in the form of building an entrepreneurship program that is integrated into the curriculum and forming small groups to encourage student interest. Thus, this abstract illustrates the effectiveness of this service in arousing curiosity and entrepreneurial creativity at SDN Kuala Geulumpang students, with the aim of being able to make a good contribution to the development of their character and talents in the future.

Sosialisasi Mitigasi Bencana Gempa Bumi di Lingkungan Sekolah

Indonesia that geologically situated at the convergence of three major tectonic plates, renders it susceptible to earthquakes. This research aims to provide earthquake disaster mitigation education to elementary school students through socialization activities. Despite the absence of accurate earthquake predictions, knowledge and preparedness can be conveyed early and consistently. Involving 40 students from fourth and fifth grades at SD Negeri Tanara, a combined method of lectures and game demonstrations was utilized. The research method, incorporating socialization in elementary schools with a combination of lectures and demonstrations, is considered effective in enhancing students' understanding of earthquake mitigation. Concrete steps can be taken by schools, and the practical knowledge imparted to students is crucial for their preparedness. The research results show that students responded enthusiastically to the material; most could articulate earthquake mitigation measures effectively. However, the evaluation also indicated that some students still encountered difficulties in communicating the material. These findings serve as valuable information for schools to develop students' understanding and skills in earthquake disaster mitigation efforts.

Understanding the hybrid classroom in economics: A case study

In this paper, we discuss the differences between online and in-person students (“cohorts”) in an intermediate econometrics course taught in Summer 2021 using a hybrid (online and in-person) educational format. We designed this course as an experimental pilot which used a combination of lectures, labs, and hands-on activities to study whether hybrid instruction necessarily advantages one group of students (e.g., in-person) over another (e.g., online). We were particularly interested to know if differences could be reduced through course design choices and the use of interactive learning activities. We found that our design led to generally highly positive experiences for students – and there were no differences in affective experiences between the online and in-person cohorts. We did find some small differences in participation and peer-evaluation, favouring in-person students, but no differences in overall academic achievement. We conclude that this case study shows how certain forms of hybrid learning do not necessarily disadvantage online students, if properly supported with course and curriculum design. We also provide examples and guidance for educators seeking to adapt, replicate, or extend our approach.

Peningkatan Kelembagaan Kelompok Tani Peserta Program Integrate Participatory Development and Management of Irrigation Program (IPDMIP) di Kecamatan Lengayang Kabupaten Pesisir Selatan

Integrated Participatory Developmenet and Management of Irrigation Program (IPDMIP) is one of the government programs contained in Indonesia's 2005-2025 RPJPN to support national food security. Strengthening farmer groups is one thing that supports the successful implementation of the IPDMIP program. The problems that occur include; Farmer groups are not used as a forum for achieving collective goals but rather for achieving individual goals. Farmer group development programs are not carried out consistently, and there is still a lack of counseling and assistance for farmer groups. The solution offered to overcome this problem is direct education to management and members of farmer groups. The direct counseling method used is a combination of lecture and discussion. The results of the outreach carried out increased the knowledge of farmer group members. Strengthening farmer institutions is very necessary in the context of protecting and empowering farmers. Farmers can develop institutions from, by and for farmers to strengthen and fight for the interests of farmers themselves in accordance with a combination of culture, norms, values and local wisdom of farmers.

Socialization of Goat and Sheep Reproduction Management in Bulu Cina Village, Indonesia

The purpose of this community service is to train the local community in Bulu Cina Village, Indonesia, on how to analyze the profits of sheep farming businesses. This will help farmers determine their profits at different levels of ownership. By implementing this community service, the knowledge and abilities of the community can be enhanced. The University of Pembangunan Panca Budi and Gugah Nurani Indonesia use a combination of lectures, discussions, and hands-on training to help farmers improve their sheep farming businesses. The program has been successful in helping farmers understand how to analyze profits and calculate their earnings, leading to more streamlined production and increased revenue for the farmers. As a result, several farmers have reported significant improvements in their income.

Training on Calculation Analysis of Sheep Farming Business in Bulu Cina Village, Indonesia

The purpose of this community service is to train the local community in Bulu Cina Village, Indonesia, on how to analyze the profits of sheep farming businesses. This will help farmers determine their profits at different levels of ownership. By implementing this community service, the knowledge and abilities of the community can be enhanced. The University of Pembangunan Panca Budi and Gugah Nurani Indonesia use a combination of lectures, discussions, and hands-on training to help farmers improve their sheep farming businesses. The program has been successful in helping farmers understand how to analyze profits and calculate their earnings, leading to more streamlined production and increased revenue for the farmers. As a result, several farmers have reported significant improvements in their income.

Implementing SPICM Teaching Model in Extensive Reading Class

SPICM is a teaching model that uses a combination of lectures, problem-solving exercises, and group discussions to help students learn. The lectures provide students with the basic information that they need to understand the reading material, and the problem-solving exercises help them practice what they have learned, and the group discussions allow them to share their ideas and get feedback from their classmates. Through implementing SPICM teaching model in extensive reading class, the research results shows that is a very effective teaching model because it helps students to learn the material in a way that is both engaging and informative.

Islamic School Students’ Online Proselytizing Skills Enhancement through Graphic Design Learning

Islamic online proselytizing (e-dakwah) is the utilization of digital technology for motivating people to goodness based on Islamic principles, Al Qur’an and As-Sunnah. This study aims to implement a graphic design learning technology to improve students’ skills in e-dakwah, where all Muslims are obliged to carry out this virtue. The educators conducted the learning program at SMK-IT Ibnul Qayyim Islamic School (IQIS) of Makassar. The Analyze, State, Select, Utilize, Require, dan Evaluate (ASSURE) model is adopted to ensure that the learning activity is well-planned, effective, and achieves its objectives. The students' outcomes are expected to understand knowledge of graphic design and be able to create Islamic content using free apps via smartphones. They learned through a combination of lectures, demonstrations, and hands-on activities. Furthermore, the educators evaluate the learning process using multi-assessment techniques such as the pre-test, post-test model, and practical test. For the hands-on practice, the educators present it through a graphic design competition. The assessment instruments are designed based on lower-order thinking skills (LOTS) and higher-order thinking skills (HOTS) levels in Bloom's revised taxonomy. The research findings indicate a significant improvement in the students' skills quality. This achievement is expected to inspire students' creativity, prepare them to become Muslims with the spirit of inviting goodness, and limit unnecessary smartphone activities.

Performance and preference of problem-based learning (PBL) and lecture-based classes among medical students of Nepal.

Background: PBL (problem based learning) is new active learning educational strategy that has been extensively tested and used in recent years. Patan Academy of Health Sciences (PAHS) is one of medical schools from Nepal, a Low Income Country (LIC) implementing PBL for undergraduate medical education. This study aims to compare PAHS students' understanding and knowledge retention when taught through PBL and lecture-based classes and compare students' perceptions of PBL and lectures in medical education. Methods: This is a cross-sectional study of medical students of a PBL based medical school in Nepal, a non-Western low-income country. Ethical approval was given by the institutional research committee of the Patan Academy of Health Sciences. Understanding and knowledge retention was assessed with 50 vignette-based multiple-choice questions, half of which were taught through PBL sessions, and the remaining half were taught in didactic lectures during basic science years of medical school. A separate pre-validated perception questionnaire was used to assess students' preferences regarding PBL and lectures. Results: Out of 107 students, 99 participated in the understanding and knowledge retention questionnaires and 107 completed perception questionnaires. Understanding and knowledge retention of students was found to be the same for topics taught by PBL and lectures, with median scores of 17 and s16, respectively. PBL were mostly preferred for the physiology (59.81%), pathology (51.40%) and pharmacology (53.27%) concepts, and lectures were mostly preferred for the anatomy (78.50%), biochemistry (45.79%), and microbiology (42.99%) topics. Students wanted the same concepts to be taught through both PBL and lectures, especially for anatomy. Conclusions: Understanding and knowledge retention is the same for topics taught by either PBL or lectures during the basic science years of undergraduate medical education. Students prefer PBL for physiology, pathology, and pharmacology-related concepts, conventional didactic lecture for physiology and microbiology, and a combination of lecture and PBL sessions for anatomy.

Edukasi Perawatan Kaki Diabetes kepada Kader Kesehatan

Introduction Central Sulawesi is ranked 10th with 2.2% of sufferers. If optimal prevention is not carried out from the start, the wound will deteriorate rapidly, and the worst is amputation. One of the efforts that can be made to prevent DFU from occurring is to do foot care. Foot care in people with DM is an attempt to avoid disturbances in the feet which, if continued, can lead to amputation. The goal to be achieved from this community service activity is to increase the knowledge of cadres in conducting education about Foot Care for Patients with Diabetes Mellitus in the Working Area of the Talise Health Center. The method used in this activity is a combination of lecture, discussion, demonstration and practice methods. The media used to help convey material is a leaflet. The activity begins with the preparation, implementation and evaluation stages. To find out the effectiveness of this activity, an apperception was carried out to measure the level of knowledge of the participants and at the end of the activity an evaluation was carried out by asking questions related to the material that had been presented and participants were asked to demonstrate DM foot care. Results The level of success in implementing this community service can be seen from the achievement of the number of participants, objectives and material targets. The number of participants who attended were 20 participants. Conclusion The purpose of the dedication was achieved, seen from the enthusiasm of the participants and at the end of the activity the participants were able to answer questions posed by the service team and were able to answer questions related to DM foot care. Suggestion It is hoped that the Talise Health Center will carry out similar activities on a regular basis and a larger number of participants so that all DM patients in the Talise Health Center work area have good knowledge and skills in performing foot care.

Perspectives of nonmajor undergraduate students on the impact of group discussions in learning physiology.

A 3-year study (2017-2019) was conducted to obtain the views of nonmajor undergraduate students about discussions in learning physiology. The teaching methods used were lecture only (lecture), group discussion alone (discussion), and a combination of lecture and discussion (lecture + discussion). Students were assigned homework in a textbook, and they did not have access to textbook/notes during discussions. Under these conditions, 58% of students indicated that they learned best with lecture + discussion strategy, compared with 49% for lecture and 18% for discussion approaches. Remarkably, 61% of students said the discussion did not enhance learning; by comparison, 35% and 14% had the same views about lecture and lecture + discussion, respectively. Furthermore, if given the opportunity to choose a teaching/learning environment, 66% of students would select lecture + discussion, 33% would pick lecture, and only 6% would choose discussion setting. As many as 77% of students would reject the discussion setting if given the choice. The opinions of students were similar irrespective of their expected grades (whether A, B, or C); however, greater proportions of B or C students disliked discussion than A students. Thus, whereas 63% of A students disliked discussion, 81% of B students and 83% of C students disliked it. Also, 64% of students indicated that they would have been poorly prepared for classes without assigned homework. Essential outcomes of this study include undergraduates viewed the lecture + discussion setting as a supportive/desirable environment for learning physiology, and they consistently rated the lecture method higher than the discussion-only approach. Students did not relish learning physiology in a discussion-only setting. These findings may help in establishing teaching/learning environments from the student's perspective.NEW & NOTEWORTHY This article reports perspectives of nonmajor undergraduates about group discussions in learning physiology. Three teaching methods were used: traditional lecture alone (lecture), discussion alone (discussion), and combined lecture and discussion (lecture + discussion). Students rated lecture + discussion setting as the most conducive for learning. The rank order of student preference for learning environment was, first, lecture + discussion; second, lecture; and third, discussion. These opinions were similar irrespective of expected grades in the course. Enjoyment of the teaching/learning process and environment is important to students.

Virtual reality enabled asynchronous learning modules for fiber optic preform manufacturing education.

The demand for skilled workers and novel manufacturing training solutions has increased with the growing demand for fiber optic cables. Web-based simulations can be used for training, and this paper presents an approach for developing a fiber preform manufacturing browser-based VR simulation. Subsequently, a study was conducted to evaluate the effectiveness of the simulation based on learning gains and learner perception of ease of use, usefulness, intention of use, learning outcomes, and workload. A mixed-methods between-subjects study with 63 participants found that the combination of lecture and simulation was significantly better for perceived usefulness and learning outcomes compared to lecture-only or lecture-and-video conditions.

Workshop Pengembangan Video Pembelajaran Bagi Guru MI Muhammadiyah Program Khusus Tegalampel, Klaten

The purpose of this service activity are (1) Providing knowledge to participants regarding the creation of teaching materials using learning media based on information technology and the internet. (2) Provide skills in making learning videos based on information technology and the internet through the Zoom Meeting application. The method used in this training is a combination of lectures, questions and answers, discussions, and hands-on practice. Given the pandemic period, the implementation is carried out according to health protocols so that participants maintain distance. The training material is divided into two, namely how to make interesting learning materials and how to record video learning materials through Zoom Meetings. Thisservice activity can support the learning process, it can also increase the credibility of the school. The implementation of the training was highly appreciated by the school. They hope to be able to practice what has been obtained in this training and still want to be given assistance

PKM Pelatihan Kepemimpinan dan Manajemen Bagi Pengurus Organisasi Santri di Ponpes Al-Amien Bugih Pamekasan

This article discusses the implementation and results of leadership and management training for the officials of a Santri organization in Ponpes Al-Amien Bugih Pamekasan, Indonesia. The program was conducted to improve the leadership and management skills of Santri organization officials in order to enhance their organizational performance and prepare them for future careers. The training method used in this program was a combination of lectures, discussions, case studies, and simulations, with the aim of providing participants with practical knowledge and skills.The results of the program showed significant improvements in the leadership and management skills of Santri organization officials, including their ability to communicate effectively, manage resources efficiently, and make strategic decisions. Moreover, the program also had a positive impact on the organization's performance, such as increasing the number of members, improving the quality of organizational activities, and enhancing the organization's reputation in the community.The success of the program can be used as an example for other educational institutions to adopt similar programs to enhance the leadership and management skills of their students or santri. However, there are also challenges that need to be addressed, such as limited resources and lack of support from authorities. Collaborative efforts and continuous innovation are needed to overcome these challenges and improve the quality of the training program. In conclusion, the leadership and management training for Santri organization officials in Ponpes Al-Amien Bugih Pamekasan provides significant benefits for participants, organizations, the workforce, and the community as a whole. The program's success and continued improvement can contribute to the advancement of education and leadership and management skills in Indonesia.