Conventional Tutorials Research Articles

Evaluation of Virtual Reality High-Fidelity Adult Mannequin-based Simulation of Real-Life Clinical Scenarios in Teaching Clinical Pharmacology to Medical Students

BackgroundPresently, competency-based medical (CBME) curriculum challenges the medical educators to provide continuing education with new approaches to make learning more stimulating, motivating, and entertaining, fostering excellence in clinical practice. To address these issues, educators have advocated the use of virtual reality and mannequins to teach clinical pharmacology.ObjectivesTo study the effect, perception, and feedback of virtual reality high-fidelity adult mannequin-based (VHFM) simulation of real-life clinical scenarios over conventional tutorials in teaching clinical pharmacology to medical students.Material and MethodsAn interventional study was designed for 2nd year MBBS students for a period of 6 months. The enrolled students were randomly assigned to the test group (VHFM) or control group (tutorials). The CAE Healthcare Ltd. maestro, high-fidelity prehospital mannequin (APOLLO) was used in the test group. Three sessions consisting of six different cases were discussed, and multiple-choice questions (MCQs)-based pre-test, post–test, and retest after a month were conducted in both groups and compared. The perception and feedback of faculty and students were obtained by using a modified and revalidated questionnaire.ResultsThe test group outperformed the control group ( p <.001) in all sessions based on pre-test, post-test, and retest scores, and within-group comparisons revealed significant improvements in both groups. Students’ perceptions and feedback regarding VHFM were more enthusiastic and promising than in the tutorial group.ConclusionsVHFM is student-centered, provides an active learning environment, and aids in skill development. We strongly suggest VHFM-based learning as a complement to traditional teaching strategies in pharmacology, especially for teaching clinical reasoning to medical students.

A Learning Object Approach for Designing Information Literacy Instructional Materials

The use of a Learning Object is a new concept in designing online instructional content. It values the creation of small lego-like instructional components (objects) that can be readily assembled, delivered and reused in multiple instructional and learning contexts. Unlike conventional tutorials, learning objects are designed for building a collection of learning resources that are not bound by a particular context or situation. Information literacy instruction lends itself well to the learning objects approach. With this approach, the tagging of lego-like objects allows matching objects with individual competency levels, hence provides greater flexibility and relevancy for end users. Other advantages of developing material to be reused as learning objects such as ease of update and search, customization, interoperability and increased value of content are discussed in relation to information literacy instruction.

A heutagogical interactive tutorial involving Fishbowl with Fish Battle and Round Robin Brainstorming: A novel syndicate metacognitive learning strategy

BackgroundThe increasing tutorial size poses every teacher with the problem of student attention and participation; hence, newer strategies are needed to engage adult learners into cooperative learning. This study aims to assess the knowledge gained and retained and perceptions of students using an interactive syndicate learning style tutorial vis-a-vis conventional tutorials. MethodsA quasi-experimental crossover study was conducted wherein students of phase 1 MBBS physiology tutorials were divided into two batches (interactive tutorials involving learning Fishbowl with Fish Battle and Round Robin Brainstorming and conventional didactic tutorials), with 65 students in each over 3 days. In the interactive tutorial group, students were seated in 2 concentric circles, the inner circle engaged in Fish Battle (a seminar followed by rebuttal), whereas the remaining students belonged to the Round Robin Brainstorming (outer circle) group, wherein brainstorming using index cards was carried out and a mind map was prepared, followed by a summary. Both batches underwent the pre- and post-MCQ test followed by the crossover study the subsequent week. For testing retention, an Multiple Choice Questions (MCQ) test was conducted after 3 weeks. In the end, 5 physiology tutorial modules were completed. ResultsThere was a statistical improvement in the post-test scores (9.7%) gain in the Interactive Tutorial (IT) group as compared with the Conventional Tutorial (CT) group. Of the students, 56% retained the topics after undergoing IT compared with CT. Around (90%) students felt improved conceptual thinking, and 92% felt it encompassed active learning. ConclusionInteractive tutorials involving such learning styles facilitate active self-determined learning, develop mutual interdependence, equal representation, and group dynamics as adult learners, and transform them into lifelong critical thinkers.

Effectiveness of team-based learning tutorials over conventional tutorials in 1st MBBS students studying biochemistry

Effectiveness of team-based learning tutorials over conventional tutorials in 1st MBBS students studying biochemistry

Dental Students’ Perceptions of Learning Space: A Focus Group Study

Optimal learning space enhances teaching and learning experience and may differ from one discipline to another. This research aimed to explore the opinions on learning spaces for teaching and learning orthodontic course among recent dental graduates. Focus group discussions (FGD) were conducted in 2018 with two groups of recent graduates (eight participants per group) based on their orthodontic examination results (high and low grades). They were asked to give their opinions on the learning space provided for orthodontic lectures, tutorials, clinics, self-study and networking. Discussions during the FGD were audio and video recorded. Data were transcribed and thematically analysed using the NVivo version 12 software. For lectures, the graduates preferred a conventional lecture hall layout with an individual power outlet and a desk large enough for a laptop. For tutorials, the graduates with higher grades preferred e-tutorials while the graduates with lower grades preferred the conventional tutorials. For clinical teaching, the graduates perceived the laboratory’s operating hours as limited and suggested a 24-h access card. The graduates preferred live-streaming sessions instead of on-site teachings for combined clinics. They also felt that they do not have time for self-study and networking during their time in the campus. The findings of the study showed that learning space preferences of undergraduate dental students for lecture, tutorial, clinic, self-study and networking were more focused towards their learning activities, which were different from the current concept of learning space. Future planning of learning space should consider students’ preferences in order to fulfil their learning goals. © 2020 Penerbit Universiti Sains Malaysia

Comparative Study of Student-Led Objective Tutorials versus Traditional Tutorials in Undergraduate Pharmacology Teaching in an Indian Medical School

Abstract Introduction The drawback of conventional tutorials (CTs) stresses the need for a tutorial with more active participation from students. Student-led objective tutorial provides an opportunity for active learning and makes student responsible. Hence, the effectiveness of student-led objective tutorial (SLOT) with CT in teaching pharmacology for II MBBS students was evaluated in this study. Materials and Methods In this study, 157 students were divided into three groups and further allocated to SLOT and CT subgroup equally. The effectiveness of the tutorial was evaluated objectively by comparing pretest and posttest scores as well as mean scores. Results Pretest and posttest scores in SLOT were 3.343 ± 1.347 versus 4.8750 ± 1.750 and in CT were 3.2500 ± 1.690 versus 4.5781 ± 1.883, both type of the tutorials have shown the statistically significant improvement in the scores. The mean score in the SLOT group was 13.6711 ± 3.47712 compared with 12.1842 ± 3.50128 in the CT group showing statistically significantly (U = 2171.50, p = 0.008) higher score in SLOT. Feedback regarding the type of tutorial indicating SLOT was better and preferred among the students compared with CT. It is more interesting, helps in active learning of the subject, and encourages student to participate actively in learning process. Conclusion SLOT and CT both improve the learning pharmacology in II MBBS students; however, SLOT being an innovative method will help in active participation of students and increases the focus of the student on particular topic in teaching.

Students perception of an industry based approach problem based learning (PBL) and their performance in drug delivery courses

ObjectiveTo investigate students perception of an industry based approach problem based learning (PBL) and their performance in drug delivery courses in pharmaceutics. MethodsPBL was implemented within two drug delivery courses in 2015, in anticipation that the use of formulation or industrial instead of clinical or pharmacy practice based triggers, would open up student interest and understanding towards learning pharmaceutics in relation to industrial pharmacy. Two cohorts were monitored through final year examination results and PBL feedback to evaluate student perception and acceptance of the use of PBL. Previous cohorts were only exposed to conventional tutorials. ResultsBoth cohorts showed better performance in their final examination results (2015 & 2016) compared to the previous year (2014) when students were only exposed to tutorials. The maximum and average marks obtained were also higher. There was significant difference between the maximum marks for Drug Delivery Systems 2 and the average marks for Drug Delivery Systems 1 with P < 0.05. It was also noted that although the cGPA of student intake for Cohort 2014 is higher than Cohorts 2015 and 2016, the performance of students were better seen in the two latter cohorts. In addition, student feedback showed positive acquiescence towards using PBL as part of the course. ConclusionsIntroduction of PBL in the drug delivery courses has shown to improve student academic performance either directly or indirectly by increasing student’s interest and understanding of the subjects taught. It also enhanced student soft skills and confidence. Students were happy with the implementation of PBL which improved their understanding of the subject, enhancing their abilities to think critically and improved their time management abilities.

Empirical evaluation of a virtual laboratory approach to teach lactate dehydrogenase enzyme kinetics.

BackgroundPersonalised instruction is increasingly recognised as crucial for efficacious learning today. Our seminal work delineates and elaborates on the principles, development and implementation of a specially-designed adaptive, virtual laboratory.AimsWe strived to teach laboratory skills associated with lactate dehydrogenase (LDH) enzyme kinetics to 2nd-year biochemistry students using our adaptive learning platform. Pertinent specific aims were to:(1)design/implement a web-based lesson to teach lactate dehydrogenase(LDH) enzyme kinetics to 2nd-year biochemistry students(2)determine its efficacious in improving students' comprehension of enzyme kinetics(3)assess their perception of its usefulness/manageability(vLab versus Conventional Tutorial)MethodsOur tools were designed using HTML5 technology. We hosted the program on an adaptive e-learning platform (AeLP). Provisions were made to interactively impart informed laboratory skills associated with measuring LDH enzyme kinetics. A series of e-learning methods were created. Tutorials were generated for interactive teaching and assessment.ResultsThe learning outcomes herein were on par with that from a conventional classroom tutorial. Student feedback showed that the majority of students found the vLab learning experience “valuable”; and the vLab format/interface “well-designed”. However, there were a few technical issues with the 1st roll-out of the platform.ConclusionsOur pioneering effort resulted in productive learning with the vLab, with parity with that from a conventional tutorial. Our contingent discussion emphasises not only the cornerstone advantages, but also the shortcomings of the AeLP method utilised. We conclude with an astute analysis of possible extensions and applications of our methodology.

Student-led objective tutorials in Pharmacology: An interventional study.

Objectives:Students learn in a better way if they are involved in active learning. Hence, the study was designed to introduce student-led objective tutorials (SLOTs) as an alternative to conventional tutorials (CTs) in pharmacology and to compare SLOT and CT on outcomes such as improved score in tests, active involvement of students, and faculty requirement of each.Materials and Methods:Didactic lectures taken on a topic in pharmacology were followed by a preintervention test for a batch of the 2nd year medical undergraduates. They were allotted either in SLOT or CT group. For a SLOT session, students of Group A (interventional group) were divided into teams and each team prepared five multiple choice questions on the given topic in PowerPoint format, which were presented to other teams and audience. The proceedings were facilitated by two lecturers. Group B undertook CT (controls). A postintervention test was then taken for both groups. Feedback was sought from students and teachers on SLOT.Results:The total marks for the test were 20. The mean marks in Group A improved by 31% (from 5.1 to 11.2). In Group B, they improved by 11% (from 5 to 7.2). Academic performance following SLOT was better than CT. Students (63%) favored SLOT as it stimulated their interest in the topic, improved self-learning skills, and teamwork. The teachers also favored SLOT for similar reasons.Conclusion:SLOT leads to greater satisfaction and better performance in tests. SLOT is an effective alternative to CT to promote active learning among students through group work. It helps overcome the logistic difficulties due to faculty shortage.

Effectiveness of student-led objective tutorials in pharmacology teaching to medical students.

Objectives:Current teaching in pharmacology is passive with less emphasis on clinical application. There is a need to incorporate newer instructional designs into pharmacology. Student-led objective tutorial (SLOT) is one of the novel designs to enhance interest among learners, provide opportunities for group learning, and facilitate self-directed learning. This study aims to assess the effectiveness of SLOTs over conventional tutorials (CTs) in pharmacology and to obtain feedback from the students regarding their perceptions about it.Subjects and Methods:The regular batch of MBBS 2nd professional in pharmacology was randomly divided into two groups. Five topics from central nervous system (CNS) were selected. One group received SLOT as the instructional strategy, whereas the other group went through CTs. At the end of the module, a written test was conducted to assess the effectiveness of both strategies. The students provided feedback regarding their experience using a prevalidated questionnaire.Statistical Analysis:The mean scores of both the groups were analyzed using Mann–Whitney U-test.Results:There was no significant difference in the mean scores of the end of the module test. However, the overall passing percentage was significantly higher in the intervention group (P = 0.043). A total of 45.71% students favored it as a future tutorial method and expressed that SLOT enhanced their ability to learn independently.Conclusion:SLOT is an effective teaching–learning method to teach pharmacology to medical undergraduates. It enhances interest among learners and increases the ability to learn independently.

Effectiveness and student perspective of a pilot effort in team based learning in pharmacology for medical undergraduate

Background: Teaching in pharmacology is passive with less emphasis on clinical application. There is a need to incorporate newer instructional designs. Team based learning (TBL) is one such new strategy that encourages peer interaction and self-directed learning. The present study aimed to assess the effectiveness of team based learning to teach pharmacology to medical undergraduates as compared to tutorials. The secondary objective was to obtain the students attitudes regarding their experience. Methods: The entire regular batch of MBBS in pharmacology was randomly divided into two groups. Four topics pertaining to cardiovascular system were selected that were notified to both the groups well in advance. One group received TBL as the instructional strategy while the other group had conventional tutorials dominated by a tutor. At the end of the cardiovascular module, a written test was conducted to assess the effectiveness of TBL and the mean scores of both the groups were analysed using unpaired t-test. The students were requested to provide feedback regarding their experience using a feedback form. Results: The mean scores of the TBL group were significantly more as compared to the conventional tutorial group. The students in their feedback about the new teaching-learning strategy appreciated the group dynamics, team work and expressed their willingness for continuing TBL for rest of the topics in pharmacology. Conclusions: Team-Based Learning is an effective teaching-learning method to teach pharmacology to medical undergraduates. It encourages pre-class preparation, student’s participation in small teams and improves their basic knowledge as well as skills of critical thinking.

Peer Assisted Tutorial to cultivate self-directed learning practice among first year medical students in Anatomy

Background & Objectives: Anatomy is the foundation stone of medical education upon which knowledge is built over time. Tutorials are a part of curriculum along with routine dissection and practical in teaching anatomy. A conventional tutorial lacks active learning habits among students. Knowledge explosion demands the students to inculcate self-directed learning habits from the beginning of medical education. Peer assisted tutorials is one such strategy to imbibe self-directed learning culture. Methodology: The study was conducted on regular tutorial batch of 25 students in 2 groups (group A & B) with 2 topics (brachial plexus & mammary gland) by cross over method. Pre and post test was administered followed by immediate feedback questionnaire. Results: The study revealed improvement in post test scores of both group but statistically significant in study groups. There was significant improvement in comparison of post test scores between study and control wings of group A (brachial plexus) but not in group B (mammary gland). The questionnaire revealed peer learning was active, interactive which fostered in depth understanding of subject in a non-threatening learning environment. Interpretation & Conclusion: The benefits and drawbacks of the innovation are discussed and compared with earlier studies. Peer learning supports the saying “to teach is to learn twice” which is evident from this study. Key words: Peer learning, Self-directed learning, Active learning, Anatomy, Tutorials

Does Team Learning Motivate Students’ Engagement in an Evidence-based Medicine Course?

Small group-based instructional methods such as team learning have been shown to produce positive educational outcomes. To motivate students' learning in an evidence-based medicine course, we explore team learning as a teaching strategy, and describe students' engagement and preference for this mode of learning. An adaptation of team learning was implemented in September 2007 for all Year 2 Medical undergraduates attending the Principles in Evidence-Based Medicine course at the National University of Singapore. First, each student attempted a multiple-choice question individually. Next, the student discussed the same question with his/her team and provided a group response. Individual and group answers were recorded using keypads and Turning Point software. Students' engagement and preference for team learning were measured using a self-reported Likert Scale instrument. The pattern of engagement in team learning was compared with conventional tutorial involving the same cohort of students using chi2 trend test. A total of 224 (88%) and 215 (84%) students responded to the surveys on team learning and conventional tutorial respectively. Overall, students reported a higher level of engagement with team learning than conventional tutorial. However, regardless of the mode of instruction, the students were equally likely to pay attention in class. Sixty-nine per cent of students found team learning more enjoyable than conventional tutorial, with 73% preferring this mode of learning. There was a tendency for the percentage of correct responses to improve after group discussion. Team learning is the preferred mode of learning by Year 2 students attending the evidence-based medicine course. It promoted a high level of students' engagement and interaction in class.

A Cognitive Modeling Tutor Supporting Student Inquiry for Balancing Chemical Equations

Improved interactive tutoring capabilities in educational software for chemistry problem solving is an important need that has been clearly articulated by teachers and students. The purpose of this work is to examine the incorporation of new concepts from the field of artificial intelligence (AI) as a route to meaningful individualized tutoring. The basic shift is to replace specific foreknowledge of problems with a direct representation of chemical and pedagogical principles and then simulate reasoning using these principles to tutor students. To assess the potential of an AI-based approach, we have developed a prototype tutorial program for balancing chemical equations that contains two important advances. First, the system can create a worked-out solution with detailed explanations for any equation entered by the student or teacher. Unlike a conventional tutorial, this is done dynamically, without the equation being stored ahead of time. Second, the program can interactively answer a variety of detailed questions about its work at each step. Studying worked-out examples plays an important role in learning, and this approach to supporting interactive student inquiry is being investigated as a method of cognitive modeling and apprenticeship intended to foster the student’s own self-explanation and question-asking abilities.

A study into the effectiveness of a text‐based computer‐assisted learning program in comparison with seminar teaching of orthodontics

Computer‐assisted learning (CAL) is a relatively new method of teaching. Few evaluations have been made which compare the new CAL methods with conventional teaching. This study used a text‐based CAL package designed to teach orthodontic assessment and basic principles of treatment planning. It assessed the knowledge gain of 49 dental undergraduate students when taught orthodontic assessment and treatment planning by either CAL or conventional tutorial. Both groups made significant gains in knowledge. However, students who were taught by the conventional tutorial made a significantly greater gain than those taught by CAL.

"To show scorn her own image": The Varieties of Education in The Taming of the Shrew

"To show scorn her own image": The Varieties of Education in The Taming ofthe Shrew Dennis S. Brooks University ofNebraska-Lincoln Recent work on The Taming ofthe Shrew has contended that such problematic features of the play as the open-ended Sly framework, the interrelationships among the various subplots, Petruchio's treatment of Kate, and Kate's notorious final speech are illuminated by such themes as patriarchy, game-playing, and the Ovidian transformations that Shakespeare uses throughout this phase of his career.1 However valid these approaches may be, the disparate themes, anomalies, and subplots of The Taming of the Shrew coalesce into a dramatic unity when framed by the broader Renaissance debate over education. To be sure, The Shrew is a romantic farce; it would be a mistake to reduce the play to a simple examination of the timeworn nature vs. nurture debate. But to approach The Shrew without considering Renaissance theories of education is analogous to approaching The Tempest without taking into account Renaissance beliefs concerning magic.2 1 shall argue below that, while Renaissance education theorists vigorously debated the most efficient and effective means to impart literacy and numeracy, all sides agreed that education was a complex process of socialization. Through it, the student learns to acquiesce to the prevailing social hierarchies by internalizing the dominant value system and tempering those passions that threaten social order: namely, irascibility and concupiscence. Such self-mastery enables the student to accept his or her designated role in society.3 This theory of education undergirds The Shrew's Induction and the play-within-the-play. In the context of this theory, both the on-stage lord and his courtiers and Shakespeare's audience, ranging from groundlings to court wits, might have viewed Petruchio and Kate not only as a swaggering, patriarchal boor and an Amazonian icon, but also as exempla of the educative function of mimetic art. Groundlings and wits alike in the on- and off-stage audiences would have seen Kate's tantrums as a mirror of their own lack of self-control, her transformation into a submissive wife as a reflection of their potential for Renaissance versions of educated civility, and Petruchio's roughand -tumble approach to courtship and marriage as exemplary of a pedagogy that might move them from incorrigibility to civility.4 Lucentio's and Hortensio's love-in-idleness and their wooing of 8 Rocky Mountain Review Bianca, in which they appropriate conventional tutorials not to educate but to seduce, illustrate a miseducation that fails to socialize and results in misfits like Sly who press what knowledge they possess into the service of their asocial appetites. The Shrew does not reflect a consensus in Renaissance pedagogy, for there was none. The play does, however, depict with broad brush-strokes two dominant continental pedagogies: the regimented rote learning advocated by reformation and Jesuit theorists, and the private tutorials championed by some of the more innovative humanists . These two approaches vied for the attention of English intellectuals disenchanted with the English grammar school tradition. In The Shrew, Shakespeare weighs both and, finding them wanting, proposes as an alternative what I call, following Sidney, an eikastic education.5 In an eikastic education, the theatre is the model classroom : students and teachers together act out lessons, and teachers seek to allure students to virtue through worthy models found in art, just as "great poets . . . allure the credulous to their improvement ," and poetry "lurefs] away nobler souls from those foundering under moral disease" (Boccaccio 78). It is in this spirit that the lord produces for Sly a play-within-the-play in which Petruchio's courtship of Kate and their subsequent marriage constitute her education in self-mastery. First in the Induction, then in the playwithin -the-play, Shakespeare explores the use of arts to tame humanity's asocial passions in the interests of civility. Shakespeare's belief in the ability of the arts to temper anti-social impulses and attitudes echoes the belief, widely held among Renaissance education theorists, that moral education is a fundamental means of socialization. Reformers and Jesuits alike viewed the academy as a place in which the human personality could be refashioned in conformity to their...

The application of a learning resource system in teaching undergraduate chemistry

This paper discusses a system we are developing at McMaster to extend the application of audio-visual aids outside the formal lecture and laboratory, to provide a continuous tutorial consultation service in our first year chemistry courses. The approach was initiated in response to the particular problems associated with the first year programme, but extensions could be readily made in a wide range of other courses. The unique problems associated with the freshman chemistry programme arise mainly from the large number generally involved and the diversity of student ability and aim. Clearly we have to find a way of breaking down the structure of the course so that at least at some time it approaches the ideal teaching situation, involving personal selection of material and interaction between the professor and one or two students. Particular difficulties which stem from the basic problem of the number and diversity of students are: (i) lack of individual personal contact; (ii) the difficulty in presenting material at a pace appropriate for all students; (iii) the need to provide remedial material for students with inadequate backgrounds in chemistry, or more advanced material for the good student planning to continue his studies to become a professional chemist; (iv) the problem of exposing students to the range of modern instrumental techniques used routinely by the chemist. These problems can in principle be partially solved by good tutorial arrangements, assignments and appropriate reading. We have found in practice that the freshman tutorial itself becomes an additional problem to the student. We have tried a number of approaches in an attempt to make the tutorial a meaningful part of the course. However, it turns out that the conventional tutorial almost always degenerates into another lecture, but of somewhat lower standard. Students usually have to be tied to one group meeting at a fixed hour, which quite often fails to meet the diversity of need. They complain of being either bored or confused. With smaller groups at a more advanced stage, where there is less diversity in background and aim, the conventional tutorial may still be an effective medium in chemical education. We have evidence that the substitution of one lecture by a small group tutorial (three to five students) in, for example, a third year inorganic course improves the students' understanding and performance. With larger more varied groups, however, we have found that