Current Teaching Methodologies Research Articles

Challenges in mastering academic writing: a case study of English language learners at the university for business and technology

This research investigates the problems students of the English Language Faculty at the University for Business and Technology face and proposes certain remedies for academic writing. The paper will try to identify the areas in academic writing that are problematic and detect whether the current strategies of instruction are workable or not and, thus, whether specific improvements are needed. It tries to analyze, namely, the issues EFL students encounter with the writing process, language proficiency, and integration of critical thinking and research during three academic years. In this light, a combination of two methods has been applied for a comprehensive assessment. Data collection is done through the administration of questionnaires to 60 students in their first, second, and third-year levels in the English Language Program. The questionnaire probes into information on the experiences and perceptions of the students concerning their difficulties in academic writing. It also consists of the collection of qualitative data by interviewing six professors of the English Language at UBT about their perceptions of teaching difficulties and the efficiency of currently applied pedagogical approaches. Geographically, the scope of the study is UBT; it will exclusively consider the English Language Program and its related teaching methodologies. Preliminary findings reveal that academic writing does pose numerous problems: in language proficiency, integration of critical thinking, and efficiency through current teaching methodology. The students point to their difficulty in the development of academic writing competencies, while professors emphasize weaknesses in instructional strategies that impede the student's progress. This study, therefore, recommends corrective development in teaching methods and support structures to impact the academic writing competence of EFL students at UBT. Areas have been identified in which current practice is failing, together with recommendations of ways in which instructional methods might be refined. These findings from the research provide the necessary insight for educators here at UBT in terms of teaching methodology and support mechanisms. Addressing identified issues and incorporating proposed improvements will go a long way toward enhancing EFL students' overall academic writing skills for improving their academic standing and enhancing their learning experiences.

Untangling the Tongues: Exploring Pronunciation Development Strategies for Learners of English at High Schools in Oromia Region of Ethiopia

One of the most important aspects of learning a new language is mastering the pronunciation of that language. It is crucial in helping second language learners improve their communication skills and overall performance. Mastering proper pronunciation is a difficult and subtle part of teaching English as a foreign or second language. The focus of this study is to assess the contributing factors affecting ESL students' pronunciation. The study used a quantitative research approach. A total of 189 students from Burayu High School were chosen at random sampling technique for this study. The researchers collected data through a questionnaire. SPSS version 26 was used to analyze the data obtained from the respondents of the survey. Factors influencing pronunciation that were identified in this study include poor motivation, lack of confidence, exposure, practice, interest, an unfriendly atmosphere, one's native language interference, age, personal traits of the learners, instructional approach, and feedback deficiency. The findings also provide valuable insights into preferred pronunciation learning strategies among students of English in the Oromia region of Ethiopia and explore the impact of individual and environmental factors, including first language influence, strengths, and weaknesses of current teaching methodologies in fostering pronunciation development in this specific context. This study will contribute to the development of more effective and learner-centered pedagogical approaches for pronunciation instructions in English language programs designed for English learners in the Oromia region of Ethiopia.

The challenges of implementing cultural-based teaching in remedial education: analyses and recommendations

<span lang="EN-US">In remedial education, teachers play a crucial role in ensuring students from diverse backgrounds master language literacy skills. The current implementation of cultural-based teaching is perceived as an effort to assist remedial students from diverse backgrounds and cultures to learn effectively. The study aims to analyze teachers’ perceptions of challenges in implementing cultural-based teaching in remedial education for language literacy. The study employed a quantitative approach by distributing questionnaires to 252 remedial teachers recruited randomly from primary schools in the Malaysian middle-state zone. The collected data were evaluated descriptively, and the results revealed that these teachers experienced challenges in four areas, namely teaching resources, remedial curricula, teacher knowledge, and time allocation. Moreover, the findings demonstrated that demographic factors, such as gender, school location, and years of teaching experience, did not produce significant impacts on the aforementioned challenges. Simultaneously, this study explored teachers’ perceptions of recommending culturally responsive teaching approaches in remedial education as an alternative to the current cultural-based teaching methodology</span><span lang="EN-US">.</span>

Evaluation of the Teaching Practice Programme of Niger Delta University, Wilberfore Island Bayelsa State, Nigeria

The study evaluated the teaching practice programme of the Niger Delta University, Bayelsa State, Nigeria. The study was guided by three objectives which focused on the evaluation of the orientation, institutional support, and supervisory components of the programme. The study was further guided by the CIPP evaluation model of Stufflebeam (2003). The population of the study comprised of all students who enrolled and participated in the teaching practice programme at the Niger Delta University during the 2019/2020 academic session. From this population, 85 students were used as the sample of the study. The sample was drawn using the convenience sampling technique. A researcher-developed instrument was used for data collection, which was titled Evaluation of Teaching Practice Inventory (ETPI). Data analysis for the study was done using mean and standard deviation. Result revealed that orientation programme and institutional support were considered not adequate, while supervision was considered very adequate. Based on the results, it was recommended that the content of the teaching practice orientation programme should be enhanced to reflect current teaching methodologies, including classroom management techniques, lesson planning strategies, and student assessment methods.

Teaching Anatomy in Rehabilitation Sciences: Perceptions of Undergraduate Physical Therapy, Occupational Therapy and Sports Sciences Students of Ziauddin University, Pakistan

Background: Anatomy education serves as a cornerstone in the curriculum of rehabilitation sciences, encompassing physical therapy, occupational therapy, and sports sciences. The complexity of teaching and understanding human anatomy necessitates diverse pedagogical approaches to effectively prepare students for clinical practice. Recent trends emphasize the integration of clinical relevance and practical experience into anatomy education, reflecting the evolving needs of healthcare education. Objective: This study aimed to explore the perceptions of undergraduate students from various rehabilitation science programs at Ziauddin University, Pakistan, regarding their anatomy education. It sought to identify the challenges faced by students, evaluate the effectiveness of current teaching methodologies, and assess the integration of theoretical knowledge with clinical practice. Methods: A descriptive cross-sectional study was conducted over six months, from January to June 2023, involving 120 students from the Doctor of Physical Therapy (DPT), Doctor of Occupational Therapy (DOT), and Bachelor of Physical Education Health and Sports Sciences (BPEHSS) programs. Participants were selected using purposive sampling. Data were collected through a structured questionnaire distributed via Google Forms, assessing demographics, satisfaction with anatomy lectures, exposure to practical sessions, and perceptions of the relevance of anatomy to clinical practice. The analysis utilized SPSS version 25, presenting results in frequencies and percentages. Results: Among the participants, 52.8% were aged 17-20, and 79.2% were female. The majority (83.2%) were in their preclinical years. A total of 66.4% expressed satisfaction with the duration of anatomy lectures, while practical sessions were attended by 52.8%. Challenges identified included the vast curriculum covered in a short time (79%), and a strong preference (83.2%) for physiotherapists trained as anatomists to teach anatomy. The relevance of anatomy to clinical performance was highly rated, with 63.9% recognizing its high relevance. Conclusion: The study highlights the need for anatomy education in rehabilitation sciences to adapt to the demands of clinical relevance and practical application. Incorporating trained physiotherapists as instructors and increasing the focus on practical sessions could enhance students' learning experiences and preparation for clinical practice.

FORMATION OF COMMUNICATIVE GRAMMATICAL COMPETENCE OF B1 LEVEL ENGLISH LANGUAGE STUDENTS OF THE REPUBLIC OF KARAKALPAKSTAN

This article describes the process of developing communicative grammatical competence in the English language among students at the B1 proficiency level in the Republic of Karakalpakstan. As language proficiency is crucial for effective communication, understanding the specific challenges and strategies involved in acquiring grammatical competence is essential for language educators and policymakers. The article focuses on the unique linguistic and cultural context of the Republic of Karakalpakstan, considering how regional influences may impact the learning trajectory of English language students at the B1 level. Key aspects include the effectiveness of current language teaching methodologies, the role of cultural and linguistic factors in shaping grammatical competence, and the influence of socio-economic and educational backgrounds on language acquisition. The study also examines the use of technology and multimedia resources in language learning, aiming to identify innovative approaches that enhance grammatical competence among students at the B1 level. KEY WORDS: grammatical competence, innovative approaches, English language, acquisition, communicative, grammatical, competence.

Smart Learning in Virtual Worlds: A Systematic Literature Review on the Usage and Applications of Metaverse in Education

Interactive digital applications have made their way into the educational field. Since the COVID-19 pandemic, numerous countries have resorted to various platforms to reinvent teaching methodology in the digital era. One of these platforms is the metaverse, which presents itself as a resourceful way to teach in the future, with potential applications such as digital interaction among peers. It further offers more dynamic and immersive learning, as students can engage in virtual simulations, role-playing activities, and collaborative projects with other students globally. In an era of constant technological advancement, studying the metaverse and its applications in the educational field seems like a valid starting point to enrich the current teaching methodologies and those of the future. It is an acknowledgement of its impact on education, its usage, challenges and advancements, as well as its influence on the future of education. Therefore, this paper’s objective is to gather and analyse the current literature available relating to the application of the metaverse in the field of education. A systematic literature review (SLR) was conducted across the journal databases of IEEE Xplore, Scopus, ProQuest, ScienceDirect and ACM Digital Library. A total of 31 articles were reviewed according to criteria. The results of this SLR determined that, while research shows the significant potential regarding the usage of the metaverse in education, a set of concrete applications has yet to be investigated thoroughly in order to exploit this technology’s immense potential fully in the field of education.

Mejoramiento de la destreza de escritura a través de la clase invertida

Introducción English teachers should find new ways to make their teaching more effective. Current teaching methodologies include the use of technology to foster students´active participation. In this context, flipped classroom is a student-centered approach that aims to increase students’ self-learning development where technological opportunities enhance the process of learning. Bergmann and Sams (2012) argue that flipped classroom is a student-centered learning method consisting of two parts with interactive learning activities during lessons and individual teaching based activities using technology out of the lesson. Flipped classroom is based on the idea that teaching is inverted and what is done in class (learning), must be done at home and what is done at home (such as homework) must be done in class (Asmara et al., 2019). Mehring (2017) states that flipped classrom requires higher levels of student responsibility. Panopto (n.d.) claim that to flip a classroom teachers need to prepare themselves and the students for using the flipped classroom model. Teachers should create or find curated videos or any other reading material and assign tasks that students should complete to master the the new contents before class. During the class, teachers should solve questions about the topics checked and provide students with activities to solve mainly in a collaborative way. Productive skills are important because they are observable and the proof that learning is happening.. Writing is a skill that requires conveying thoughts, feelings and ideas in a written form using words, phrases, clauses, sentences,and paragraphs (Spratt et al., 2011). Objetivos The main objectives of this study were to determine the effects of using flipped classroom in the development of the writing skils. To assess the level of the writing skill before and after the implementation of the flipped classroom. To determine effectiveness of the use of the flipped classroom to develop the writing skills. Método This investigation was developed using a quantitative approach with an pre-experimental design. To gain insight of the variables an in-depth analysis of previous research works, dissertations, and books was developed to build the theorethical review. To gather information a pre and post test based on the writing section of the Cambridge Advanced English standardized test was applied to a group of 26 university students. To analyze the effects of using flipped classroom to develop the writing skill an intervention proposal was developed. It included lessons in which students worked both in a synchonous and asynchronous way with the implementation of several technological resources such as: Google classroom, Ed-puzzle, Google docs, Google forms, a What´s app and Zoom. To analyze the results a Paired Sample T- test was used Principales resultados The results of students’ scores on the pre-test and post-test CAE writing paper were analyzed. To assess the pieces of writing, a Cambridge rubric with the 4 subscales (Content, Communicative Achievement, Organisation, Language) was adapted. Figure 1 shows that in the pre-test the lowest score was 8 over 20 and the highest grade was 19 over 20. On the other hand, in the post-test the lowest grade was 12 over 20 and the highest grade was 20 over 20. Table 1 shows the average score obtained in both tests. In the pre-test, the average score that students from seventh semester obtained was 13 over 20 that represents 67.4%. Meanwhile in the post-test, they get 17 as the average score that is 87.4%. Therefore, students improved 2 points more as a class, this represents a 20% of improvement in their writing skills. The results show that after using flipped classroom students improved their writing skills. Conclusiones By implementing flipped classroom, students seemed more comfortable writing a text making them more organized and accurate. By watching videos at home, they learnt useful information about how to write an essay and a proposal and reinforced important information in class through discussions and tasks to practice writing. The students´ performance was identified through the pre-test in which the average score was 6,74 over 10. The mean score from the pre-test was 6.740 while the post-test was 8,740. Having the difference of 2 points. The flipped classroom strategies applied had positive effects on students making learning more meaningful for them. After finishing this research, the use of flipped classroom has been demonstrated to have positive effects in students´ writing skill.

A capstone laboratory course on separations, reactions and control operations

This work describes current teaching methodologies applied in the Unit Operations Laboratories (UOL) at the National University of Colombia (UNAL) Bogota campus, with emphasis in the capstone course of Laboratory of Separations, Reactions and Control Operations (LSRCO). This class is carried out using a wide variety of pilot and bench scale equipment within a ∼ 1000 m2 laboratory facilities. The description of the course includes the context where it was developed, its goals and the intended student outcomes. Problem-based methodologies deployed during laboratory sessions are described, and required preparatory and final reporting materials together with examples of projects conceived and developed by students are described. The lasts are related to process control, separations, reaction engineering and entire process design problems. Additionally, course evaluation and grading scheme is presented including student surveys and final grades from recent semesters. Finally, tools, rubrics and results from the assessment of ABET’s student outcomes are summarized. Based upon the obtained results, it was observed that the working and evaluation methodologies have been well received by students, and besides improving technical competences, those have been effective to enhance their core skills and to promote the development of a research and entrepreneurial attitude.

Prime indicators of current teaching methodologies and students’ perceptions in quantum physics

<span lang="EN-US">With the growing revolution in the education system, imparting quality education has become a priority for instructors and students in any educational institution. The challenge grows high when it comes to teaching advanced subjects like quantum physics. The present study considered the case study of the University of Rwanda College of Education. It investigated the impact of current teaching methodologies and teaching staff and students’ perceptions in quantum physics for a quality knowledge delivery system. It employed a quantitative method of data collection. About 300 students and ten lecturers participated in this study. Data obtained from this study were analyzed using descriptive quantitative analysis. Students suggested that multimedia tools in teaching and learning quantum physics can improve the understanding of concepts and help solve complex mathematical problems in quantum physics. Likewise, the teaching staff finds quantum physics more comprehensive and effective when appropriate multimedia tools are used. The investigation outcome is meant multimedia utilization can improve quantum physics’ teaching and learning experience at Rwanda high educational institutions.</span>

E-learning during the COVID-19 lockdown: An interview study with primary school music teachers in Italy.

The present article provides an in-depth look at the strategies and practices developed by a cohort of primary school music teachers in Italy to deliver online music lessons during the COVID-19 lockdown. We used a qualitative methodology based on semi-structured interviews to bring out our participants' voices and reflections in a very personal manner and examine their perspectives on issues important to their profession and daily work. We were interested in investigating which practices and strategies were used or developed to deal with the difficulties and positive aspects characterising their experiences as teachers during the lockdown period. A focus was put on lesson planning, time management, student involvement, and information and communication technology (ICT) skills. Qualitative data were analysed using an inductive method based on grounded theory, giving rise to the five following dimensions: classroom activities; the role of the school and staff members; teachers' interactions with children and their parents; positive outcomes; unresolved challenges. Participants discussed how they used ICT and managed their classes remotely, provided vivid descriptions of their professional relationships with colleagues and students, and reflected on the advantages and disadvantages of teaching music remotely, pointing to new ways to improve current teaching methodologies.

TRAINING FOR LEGAL PRACTICE – TOWARDS EFFECTIVE TEACHING METHODOLOGIES FOR PROCEDURAL LAW MODULES

Procedural laws play an important role in legal practice through their use in the enforcement of the substantive rights of members of the public. Civil procedure, criminal procedure, and the law of evidence are the building blocks whereby matters are presented in court. Legal representatives, representing members of the public, should therefore be skilled and professionally trained in procedural laws. Due to their importance, students should not only have a thorough and foundational theoretical knowledge of procedural laws, but also the necessary practical skills in applying their knowledge to practical scenarios, which should be instilled as part of the teaching of procedural modules. The inherent methodological content of conventional teaching methodologies applied when teaching procedural law modules, i.e., the Socratic and case dialogue methodologies, however, prove to be inadequate in transferring the required skills and practical training. Several constituent parties in the legal profession, including academics, legal practitioners, and presiding officers, have remarked that law students, upon graduation, lack the necessary skills, ingenuity, and practical knowledge to make a good start in legal practice. It furthermore appears that university law faculties are generally not willing to train law students for practice. There is also the necessity for the development of identified essential skills required of competent legal practitioners. The continuous development of these skills in the teaching and practical application of procedural laws afford students the ability to advance future client representation professionally and confidently. Cultural, social and human elements should form part of the teaching and learning of procedural law modules, which will create an important awareness among students that, when working with clients in legal practice, they are attending to the rights and interests of human beings who may be of different races and cultures. This will further develop students’ identities and values as professionals which include not only being responsible to individual clients, but also contributing services to the community. In developing the required identified skills, students will not only be able to apply technical legal procedures, but also learn how to assist clients more cost-effectively. By employing the Clinical Legal Education methodology in tandem with conventional lecture methodologies, students are introduced to the practical application of procedural laws, honing both their practical and intellectual skills. Application suggestions include tutorial sessions, mock trials, and reflective assignments. This article evaluates the efficacy of the current teaching methodologies applied in teaching procedural laws toward imparting students with the required practical skills. It recommends the development of procedural law modules by introducing applied practical skills to enable students to enter legal practice after graduation as more rounded and skilled future legal practitioners.

A General Survey of B.A.M.S. Students to Improve Overall Teaching

For any professional course it is very important to identify students’ perceptions and suggestions to improve the system of education. To solve this purpose this study was planned by conducting a survey among the students of B.A.M.S. The current course of B.A.M.S. is the combination of ancient Ayurveda and modern medical science, where students find some difficulties to understand and co-relate it with real time patients. Google form was prepared to conduct this survey and it was filled up online by 352 students of seven different Ayurveda colleges of Saurashtra region, Gujarat. In this survey an effort has been made to know the background of students, their understanding about the course, certain generalized questions were also included in the questionnaire, i.e. professional goal after completion of B.A.M.S., what they think about the current teaching methodology and if they need any change in its different aspects or in syllabus. The result is found to be beyond our imagination, which is the best teaching pattern; chalk & board or digital platform. The impact of online education has become the new opportunity for students to indulge themselves in more usage of mobile or electronic gadgets in the name of educational purpose.

A Survey of Human Gross Anatomy Laboratories in DPT Programs across the United States

Purpose: The purposes of this study were to 1) describe the current teaching methodology used in Doctor of Physical Therapy (DPT) human gross anatomy (HGA) labs, 2) examine the demographics and perceptions of HGA instructors and compare responses based on years of experience, 3) determine the utilization and instructor perceptions related to cadaver dissection and other methods of instruction, and 4) determine which safety/security protocols are used in HGA laboratories. Method: All DPT programs (N=250) in the United States (US) accredited by the Commission on Accreditation of Physical Therapy Education (CAPTE) were eligible to participate. The anonymous, 89-item online survey was completed by either an HGA instructor or DPT program director in March of 2020. Seventy-four individuals responded for a response rate of 29.6%. Results: Respondents represented programs from 65.2% private and 34.8% public institutions. Fifty percent of respondents dedicated 31-60% of their HGA course to face-to-face lab time, with 68% reporting an instructor to student ratio in lab of 1:15 or smaller. Seventy percent of instructors were US licensed PTs, and 78% of those PTs held an academic doctorate. The average years of anatomy teaching experience was 11.3. Ninety-six percent of programs utilized cadavers. Most programs (86%) had students perform hands-on cadaver dissection. Overall, 90% of instructors incorporated learning activities into lab beyond dissection. Ninety-four percent of instructors reported enjoyment teaching HGA, and a majority felt they had adequate teaching support and academic preparation. Sixty percent of respondents felt that cadavers were the only way to teach lab, while 90% felt that cadavers were the best way to teach lab. Regarding safety, 38% of instructors had concerns regarding chemical exposure in lab, and 11% believed their health was at risk. Comparative analyses found significant differences in instructor perceptions based on years of anatomy teaching experience (+/- 10 years). Less experienced faculty were more likely to believe that a non-cadaver approach to teaching HGA can be as effective as using cadavers given the right technology, while more experienced faculty were more likely to believe that teaching HGA with cadavers was the best way to teach lab. Conclusions: DPT program directors and instructors may find this study valuable to compare their HGA course(s) to other programs in the US. Although there is a clear preference for including cadavers in HGA laboratories, it is evident that most instructors are incorporating other learning approaches in their HGA laboratories.

Teaching learning process in ancient ayurvedic text - Charak Samhita

The word Ayurveda consists of two words ‘Ayu’ means life and ‘Veda’ means knowledge. Therefore the word Ayurveda, means knowledge of life i.e. study of life. In Ayurveda the teaching and learning was based on “Gurukula” system of education. A “Gurukula” was a place where a teacher (Guru) and students lived together. There were three ways for obtaining the knowledge i.e. Adhyayanam (Study/learning), Adhyapanam (teaching) and Tadvid Sambhasha (discussions) with the learned persons. Ayurveda suggest that in order to get expertise in any subject one should have the basic knowledge of the concepts. Other teaching and learning methods should be adopted which help to acquire more and accurate knowledge in that subject while practical training should be provided for application of that knowledge. Study of a single science gives only limited understanding, therefore one should also get knowledge of other sciences. To explain different concepts in Ayurveda Acharya Charak has given various methods of teaching and learning. The Roots of most of the current teaching methodology resides in ancient teaching and learning skills. Hence here is an attempt to review various teaching, learning methods used in Charak Samhita. Teaching learning process is very well applied in Charak Samhita. It is the very first school of Ayurveda with various techniques and scholarly approach of subjects to students. Charak Samhita develops its own teaching learning process. It is the most important text in the field of Ayurveda Teaching Learning Process.

Perception and preferences of second professional undergraduate medical students for pharmacology teaching: a questionnaire based cross-sectional study

Background: Feedback from students provides an opportunity to assess lacunae in current systems of teaching and forms the basis for framing desired modifications in the teaching methodology to enhance the magnitude of learning. This study was undertaken to know the views of students on current methodology of pharmacology teaching and to delineate the required changes to be made in it.Methods: The questionnaire based cross-sectional study was conducted on 167 students of second professional undergraduate medical students. The questionnaire was divided in 2 different parts. Part A consisted 20 multiple choice questions on perception and preferences of students for pharmacology teaching and opinion on changes to be made was taken in the part B of the questionnaire.Results: Pharmacology was marked as one of the most interesting and useful subjects by 49.1% and 67.06% of students respectively. Central nervous system (19.76%) and endocrinology (17.96%) were two most boring systems. The central (35.92%) and autonomic (31.73%) nervous systems were two most difficult systems to understand. The combination of lecture notes and textbooks was the preferred reading materials of 58.68% of students. The most preferred teaching media was the combination of blackboard and chalk with power point presentation (80.24%). Increased use of figures, flow charts and diagrams, inclusion of more clinical examples and interactive classes were marked as suggested reforms to enhance the outcome of lecture classes.Conclusions: This study revealed that students are in favour of a substantial change in the current teaching methodology of pharmacology in place of outdated and useless methods.

Application and Relevancy of Anatomy Curriculum in the Clinical Years: A Malaysian University Experience

Human anatomy is one of the fundamental subjects in medical and health education. In recent years, anatomy teaching in Universiti Sains Islam Malaysia (USIM) has undergone a major transition from a highly detailed, didactic method to student-centred pedagogy and clinical correlations. Hence, this study aimed to assess the perception of the anatomy curriculum amongst USIM clinical students and to evaluate the clinicians’ cognisance of their students’ anatomical knowledge and application. A cross-sectional study was conducted on 232 clinical students (fourth-, fifth- and final-year) and 32 clinicians from various disciplines with the validated questionnaires. Descriptive analysis was performed to analyse the findings regarding students’ and clinicians’ perceptions. The majority of the students agreed that the anatomy curriculum was adequately covered in the pre-clinical years except for the imaging and clinical correlation classes. In terms of the teaching method, most of the students perceived that the tutorials (99.2%), practical sessions (98.7%), lectures (97.4%) and problembased learning (PBL) (96.1%) were the best approaches in understanding anatomy comprehensively. Results also indicated that the practical sessions (99.1%), lectures (94.8%), tutorials (94.8%) and PBL (93.9%) were the best methods in retaining anatomy knowledge. Besides, 62.9% of students strongly agreed that objective structured practical examination (OSPE) was the most helpful assessment for their anatomical knowledge retention. The majority of the clinicians perceived their clinical year students had a satisfactory level of anatomical knowledge (n = 21, 65.6%) and also believed that the anatomical correlation classes were essential for their disciplines. Students recognised the value of the current teaching methodology for their knowledge retention and comprehension. However, both clinicians and students felt there were limited opportunities for clinical application during teaching and learning. It is therefore imperative to implement appropriate restructuring to the current anatomy curriculum to address students’ needs and preferences for their future medical practice.

Giochi popolari infantili: potenzialità didattiche di un patrimonio storico- progettuale nei contesti scolastici.

In the introduction pages to popular children games, Pitrè describes play activities as a form of "creative pastimes" which serve to sharpen the mind and develop physical forces, anticipating, by over a century or so, the subsequent reflections on motor praxeology (Parlebas, 2010, pp. 131-148). Traditional games, expression of innocent amusements (Pitrè, 1888) help children to take part in the construction of their own story, highlighting the strong relationship between games and childhood developmental development, on which that of the communities from which it originates depends. In the course of the historical evolution of the school, the need to include both games from the past and the most current teaching methodologies in school curricula has been gradually formalized, recreating interactive and dynamic environments and game situations, not simply reproductive and executive, but propositive and creative (Almond, L. 1986). Traditional games offer an original interpretation of social human phenomena, confirming that "culture is first played" (Huizinga, 2002). This emphasis on playful memories of the past calls for an interesting reflection on popular heritage, starting with traditional games to be presented to children, right from the first schooling.

Appraisal of the Current Pharmacology Curriculum, Teaching Methodology and Effectiveness in Undergraduate Medical Education: A Student-Centric, Questionnaire-Based Study

Background: Periodic students’ feedback ensures and enhances the effectiveness of the curriculum of medical subject.
 Objective: This study was designed to obtain students appraisal of the undergraduate pharmacology curriculum and teaching methodology.
 Methodology: This cross-sectional study was conducted in the Department of Pharmacology at Colonel Malek Medical College, Manikganj, Bangladesh from May to June, 2019 for a period of two months. Questionnaire-based data were collected from students of both sexes who had completed 3rd Professional examination. Likert Scale was applied to collect students’ feedback on pharmacology.
 Results: A total number of 40 students were recruited for this study of which 60.0% students were strongly agreed about organized teaching. About 47.5% students were agreed that the course was appropriate at their level and achieved their goals in Pharmacology. However, 55% of them strongly agreed that teacher provided clear constructive feedback during class. Total 60%, were agreed that the course improved their problem-solving skills. Overall, 55% students were agreed regarding their satisfaction on Pharmacology course delivery and conduction.
 Conclusion: In conclusion, periodic appraisal from students regarding evaluation of the student-centric undergraduate pharmacology curriculum is vital in developing efficient medical graduates.
 Journal of Current and Advance Medical Research, January 2021;8(1):30-33

Comparison of seminar and lecture as teaching method and student perception on the seminar and lecture in medical education

<p><strong>Background:</strong> The current teaching methodology in medical education is mostly lecture. Many studies have mentioned that lectures alone are ineffective in bringing up student interaction and skills. Published literature reports that students are willing to accept innovative and interactive teaching methodologies. A study was conducted to compare the seminar vs. lectures in medical teaching and to describe perception of medical students about seminar and lecture.</p><p><strong>Methods</strong>: For comparison between seminar and lecture 88 participants from third MBBS students were randomly assigned for the Seminar and lecture methods including cross over technique by splitting the topic of leprosy into two parts. We conducted pre and post-tests after each session for both groups with the same questionnaire with total score of 36 for 36 questions. For opinion study we used a simple closed ended questionnaire on perception of on the two teaching methods. Data was analysed using SPSS software for computation of mean differences in the score and chi square proportions appropriately.</p><p><strong>Results</strong>: Least significant difference post hoc test indicates difference in the teaching methods. Mean score difference between pre and post-tests in both methods demonstrate that seminar is effective teaching method (p<0.05). Seminar evoked interest, provided more opportunities interact. In both methodologies schematic arrangement of the topic and improvement in communication skills was similar.</p><p><strong>Conclusions</strong>: Seminar was effective than didactic lecture interest and active participation as well as improves the ability to understand. To impart effective learning a combination of different teaching methods have to be used.</p>