Duration Of Lectures Research Articles

WP6.15 - A dedicated teaching programme in Colorectal Surgery: continuing education beyond medical school

Abstract Background The UK Foundation Programme (UKFP) Curriculum illustrates the need for educational progression for doctors in their first two years of work. Although UKFP recommends use of departmental teaching for this, there is limited guidance on structured and learning-objective focussed training. We designed a colorectal surgery lecture series to create a reproducible teaching programme with defined learning outcomes. Methods We developed a 6-part lecture series aimed at FY1 doctors working in General Surgery at our Teaching Hospital. Teaching was in the form of 30-minute powerpoint presentations, with 15 minutes for questions, at weekly departmental teaching meetings. Lectures were delivered by FY2 doctors and members of colorectal multidisciplinary team (Enhanced Recovery CNS, Stoma Care CNS). Each session was supervised by a Colorectal Consultant. Feedback was obtained using a 10-point Likert scale questionnaire, assessing various domains. Results FY1 trainees indicated an increase in their knowledge with each lecture. Furthermore, the domains of relevance (mean score 9.53±0.80); teaching style (mean score 9.66±0.94); and audiovisual aid (mean score 9.68±0.70) were all rated highly. Lecture duration was rated as perfect length (mean score 5.86±1.80). Conclusion We have demonstrated that weekly departmental teaching can be utilised to enhance training for FY1 doctors within a challenging surgical subspecialty. Feedback revealed high satisfaction, facilitating improvement in knowledge and thus empowerment in undertaking clinical duties. Strengthened by this positive outcome work is in progress to introduce this format of structured teaching into departmental teaching meetings in all disciplines of medicine and surgery across our Trust.

Exploring the Elements that Support Student Motivation to View Pre-Recorded Lecture Content in Physiology and Related Health Sciences

Within higher education, course content has traditionally been delivered via didactic lectures. In line with evolving pedagogical theory & approaches, there has been a shift towards incorporating more active learning elements & evidence-based teaching methods into the curriculum, including offering more flipped learning opportunities. In a flipped learning environment, students are provided material to review and study before attending an in-person scheduled class session (pre-work). In class, the instructor facilitates active learning opportunities to promote learning & application at higher levels of Bloom’s taxonomy of learning. Studies show that students who complete assigned pre-work before an in-person learning session perform better in a course than those who do not, yet motivating students to complete assigned pre-work in advance has been identified as a significant challenge in the flipped classroom. One primary mode of delivery for pre-work in the flipped classroom is via pre-recorded lecture content. The format, duration, and design of pre-recorded lectures varies widely across disciplines, depending almost entirely upon the determination of the instructor. While effective design methods for creating and delivering pre-recorded lectures are well-established, identifying factors which either motivate or deter students from viewing pre-recorded lectures in advance remains a challenge. To explore factors which motivate students to view pre-recorded lectures, we examined the experiences of students at the University of South Carolina School of Medicine Columbia following their encounters & usage of pre-recorded lecture content during the Physiology block of the first-year curriculum. Preclerkship medical students who had been assigned a series of pre-recorded lecture content as a component of the curriculum were invited to participate in semi-structured focus group interviews to discuss their experiences with pre-recorded lecture videos and the subsequent in-person learning sessions. Ten students out of a class of 97 volunteered to participate and interview transcripts were qualitatively analyzed to identify factors that motivated students to view pre-recorded lecture content in advance as well as factors that impeded their ability to do so. Factors which students identified as motivators for viewing lecture recordings in advance fell into two general categories: (1) those which served as intrinsic motivators (self-determination theory) and (2) those which reduced cognitive load (cognitive load theory). In line with self-determination theory, instructor attempts to enforce extrinsic motivators were not identified by students as supporting their attempts to view lectures in advance, instead being reported to have hindered their ability to effectively study the material. Overall, we identified the in-class learning environment to have had the greatest impact on students’ decision to view pre-recorded lectures in advance. Ongoing steps of this study include delivery and analysis of a Likert-style survey to all students who have been assigned a series of pre-recorded lecture content as a component of the curriculum to further explore the themes identified in our qualitative discovery. We hope that other educators may use these findings to optimize the design and delivery of flipped and active learning environments. This project was internally funded by the University of South Carolina's Student Opportunities for Academic Achievement Through Research Program and a Center for Teaching Excellence Innovative Pedagogy Grant. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

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.

Post-occupancy evaluation of thermal comfort at studio classroom in hot and humid climate

Thermal comfort is crucial in providing a productive learning environment, especially in the design studio classroom with a longer lecture duration (09.00-15.00). This study aims to investigate the thermal performance ability to provide thermal comfort for its users in a design studio classroom at Universitas Indonesia, Depok. Ninety-one students (20% Male, 80% Woman) aged 19-22 years old were surveyed about their thermal perspective by using TSV, TP, HSV, HP, metabolic rate (MET), and clothing insulation (clo). Field measurement recorded humidity and temperature conditions over two lecture periods. The indoor operative temperature for periods A and B was 27.28°C and 26.78°C, respectively, with TSV values in both periods within the comfort temperature range (mean: (A) -0.30, (B) -0.58). However, TP values suggest that the users prefer a slightly cooler condition with values of -1.53 and -1.12, respectively, for Periods A and B. The results show that studio classrooms can perform thermally well even though some users prefer slightly cooler temperatures. This study scored the necessity of understanding both subjective and objective aspects of thermal comfort to create an optimal learning environment. Findings suggest that further study should consider variations in individual preferences and the influence of external environmental factors.

Inclusive education: pedagogical approach to online versus face-to-face teaching

In today’s educational landscape, active learning is often overlooked during lectures, seminars, and tutorials. The aim of this study was to investigate perceptions of online and face-to-face lecture formats and their impact on the learning experiences of undergraduate dental students in Years 3–5. This qualitative study was conducted to investigate the effectiveness of different lecture formats at the Institute of Dentistry for undergraduate dental students in Years 3–5. There were two specific questions asked to dental undergraduate students with additional free-text questions. In total, 120 of 221 undergraduate students participated in this study between October 2019 and February 2020, and only 42 participants included the free-text comments. Three core themes related to the blended learning approach were identified: (1) scheduled versus recorded lectures, (2) duration of academic lectures, and (3) neurodiversity and learning experiences. The results showed that the learners perceived the traditional didactic lectures as the least effective format. There is not a “one fits all” lecture format that would accommodate a neurodiversity-based approach that focuses on the strengths, abilities, and interests of students. Hybrid lecture formats in combination with online teaching coupled with small group tutorials could be suggested. There is a unique challenge in the post-COVID-19 era for both educators and learners due to the lack of clinical practice and heavy reliance on online methods of teaching in Dentistry. Therefore, the implication of these results on the planning and financing of programmes could be discussed in Higher Education.

Physiology Education and Teaching in Chinese Mainland Medical Schools: The status quo and the changes over the past two decades.

Physiology is a critical subject which bridges basic and clinical medicine. The reform of physiology education is crucial to improving the quality of teaching and support student learning, while there is a lack of comprehensive data documenting the current state of physiology education in medical programs in China. This study conducted an online survey among experienced teachers from the top 100 medical schools in Chinese mainland in 2022. A total of 89 valid questionnaires were included in this study. In 57.3% of the surveyed medical schools, 70% of the physiology teachers have a PhD degree, while the number of faculty members with a medical background has tended to decrease in 53.9% of the surveyed medical schools. Of the 89 medical schools, 62 have implemented physiology course integration, with 69.4% of the respondents believing that curriculum integration could enhance students' knowledge acquisition and application. The lecture hours per term are 50-70 and 71-90 in 49.4% and 42.7% of the 89 medical schools, respectively. The ratio of course duration of lecture to laboratory was 2:1 in 47.2% of the surveyed medical schools, while the ratio was between 1:1 and 2:1 in 47.2% of the surveyed medical schools, and only 5.6% of medical schools opted for a 1:1 course arrangement. For teaching methods, about 60% of medical schools used PBL/CBL/TBL for clinical medicine students only, and 25.4% of medical schools applied PBL/CBL/TBL to all students. This study is conducive to promoting dialogue and communication among physiology teachers, administrators, and researchers.

Exploring Factors Responsible for Absenteeism among Undergraduate Medical Students.

The present study was conducted by for exploring factors responsible for absenteeism among undergraduate medical students. After taking students' views on why they thought lectures were important to them, a questionnaire was designed to explore the various factors responsible for absenteeism. Out of 150, 130 students filled the questionnaires and were taken into account for the calculation of data. Also, their recommendations on how to improve class attendance were recorded. All the results were analyzed. Most of the students were of the opinion that lectures are important as they get to interact with teachers and peers, get timely feedback, and develop effective communication skills. The most common reason stated by male students for absenteeism was the long duration of lectures followed by dislike for the teaching style of teachers, while the female students missed classes mainly due to health issues and poor presentation skills of teachers. All these findings call for further research to determine a better understanding of the reasons for absenteeism and its consequences.

Opinion of first year medical students about their morning lecture pattern

Introduction: With the advent of the new curriculum of medical students (CBME), the role of teachers has now changed from being mere teachers to being considered as facilitators. Teachers are thus required to assist the students in their study. Hence, the student’s point of view of their education pattern has become all the moreimportant. This study was conducted to know the thoughts of first-year medical students about their morning lectures of different subjects. Materials and methods: Fifteen questions pertaining to morning teaching pattern of 1st year MBBS students were formed via Google Sheets. A response link was created and sent to medical students of three batches (1st, 2nd, and 3rd year), when the first yearstudents had completed three months of their course. Results: Approximately half of the students (51.5) favored morning lectures (8am-9am) and majority (76.8%) wanted the first lecture to be Anatomy. Half (50.7%) preferred PPT method while around 40% wanted it to be in chalk and board fashion. Most of the students (90%) wanted a mixed language pattern. More than half (56.6%) agreed for 45 minutes of each lecture duration. Most of the students (86.9%) wanted some gap between two consecutive lectures. Majority of the students (81.6%) did not think the backbenchers to be mischievous and 70% did not advocate for separate rows for girls and boys. Conclusions: Students had a view that Anatomy should be taught as first lecture in the morning and pattern should be mixed with modern audio-visual technologies. Keywords: Opinion, Medical students, Morning teaching, Lectures

Clinical Characteristic of Headache among Medical Students Experienced Online Learning in University during the Pandemic

<p><strong>Background:</strong> The lecture used online learning as an alternative method for minimizing the spreading covid-19 during pandemic. Headache is one of the very popular complaints during the medical education process, and it happens owing many physical or psychological stressors. It reported more common in medical students, notably during this online learning methods.</p><p><strong>Aim:</strong> This study aimed to evaluate the clinical characteristics of headaches and associated factors among medical students during online learning.</p><p><strong>Methods:</strong> A cross-sectional study was conducted at the University of Muhammadiyah Makassar from November 2021 to May 2022. A total of 220 medical students who have experienced forms of headache and had headache attacks during the past 1 years were included in this study. Respondents filled out a structured questionnaire, which consisted of demographic data, associated factors during online learning, and headache characteristics. Chi-square test was used to test the difference in proportion. All statistical test were considered as significant if p-value <0.05. The data obtained was processed using SPSS 23.</p><p><strong>Results:</strong> Body posture during online learning and lecture duration had a significant relationship with headaches' location, duration, and frequency (p-value < 0.05). Body posture during online learning, duration of lectures, and frequency of lectures significantly correlate with activity exacerbated headaches (p-value < 0.05). Body posture also significantly correlates with headache severity (p-value < 0.05).</p><p><strong>Conclusions:</strong> The results show that the clinical characteristics of headache are high in medical students that experience online learning during this pandemic situation.</p>

Computational mathematics applied in the identification of the risk of indirect contagion of COVID-19 in university classrooms

This exploratory study evaluated the risk of contagion from airborne diseases, such as coronaviruses, in schools. For three days, the concentration of carbon dioxide in two university classrooms was monitored for 90 minutes, while the students took their math classes. We use these values to validate a first-order model for carbon dioxide concentration and calculate the air exchange rate indirectly (avoiding the need for expensive measurement equipment). The air exchange rate obtained allowed us to assess whether the usual ventilation systems (both natural and mechanical) are sufficient to guarantee a low risk of contagion of aerosols due to respiration. The results show that the risk of contagion is low if three factors are considered: the level of conversation within the classroom, the usage of a moisture extraction system, and the lecture duration. The risk is low if the lecture time is less than 50 minutes, the level of conversation is moderate, and a moisture extraction system is available. If these conditions are not met the risk is considerably higher even if mechanical ventilation is employed.

Detecting fluctuations in student engagement and retention during video lectures using electroencephalography

AbstractVideo lectures are commonly used in online and flipped courses, but students often find it challenging to stay engaged and retain lecture content. The current study examined to what extent the power of electroencephalography (EEG) brain activity in the theta (4–7 Hz), alpha (8–12 Hz) and beta (13–20 Hz) bands can dynamically capture fluctuations of student engagement and retention throughout pre‐recorded lectures. EEG activity was recorded from 33 college students throughout four video‐based chemistry lectures. In‐video probes were used to assess both student engagement and content retention at random moments during the video. Our findings reveal that there are significant fluctuations in self‐reported engagement throughout pre‐recorded lectures. Further, among the three frequency bands that were tested, only alpha power closely tracked fluctuations in self‐reported engagement at the individual student level. In‐lecture fluctuations in engagement were associated with content retention, but content retention itself was not well captured by EEG activity in any of the frequency bands that were examined. These findings suggest that the design of video lectures should consider fluctuations in student engagement and potentially incorporate self‐reported and physiological indicators of engagement. Future research should further investigate how EEG and other physiological engagement indicators can be used in real time to personalize online instruction. Practitioner NotesWhat is already known about this topic Students often find it challenging to stay engaged during online lectures and retain lecture content. Measuring engagement and retention throughout an online lecture (rather than only at its end) is important but challenging because it requires the insertion of in‐lecture questions that interrupt the learning process. Electroencephalography (EEG) could potentially provide a continuous and implicit measure of engagement and retention throughout online lectures. What this paper adds Self‐reported engagement tends to gradually decrease throughout the duration of video lectures with substantial variation both within and between students. Fluctuations in student engagement are predictive of content retention throughout video lectures. EEG power in the alpha band (8–12 Hz) dynamically tracks fluctuations in student engagement. EEG power in the alpha band significantly predicts overall lecture engagement as well as learning confidence. However, EEG power might not be sensitive to variations in post‐lecture test performance. Implications for practice and/or policy The design of online lectures should take into consideration the dynamic and idiosyncratic nature of student engagement. In‐video self‐report probes and EEG power measures can be useful sources of information on students' level of engagement during online lectures. It should be further investigated whether EEG and other physiological indicators of engagement can be used in real time to personalize online instruction.

The impact of the COVID-19 pandemic on the readiness of last year's medical students for clinical rotation

The coronavirus disease (COVID-19) pandemic affects various aspects of human life. To minimize the impact of lockdown, medical schools used online learning systems. However, online education also impacts student readiness, especially last year's medical students who will soon undergo clinical rotation. Therefore, this article aims to discuss the impact of the COVID-19 pandemic on the readiness of last year's medical students for clinical rotation. This study was a literature review that used several databases and online sources: Google Scholar, ScienceDirect, Pubmed (MEDLINE), and Cochrane Library, to search relevant journals related to the topic. Based on the literature search, the transition from student to doctor has been severely impacted by the COVID-19 pandemic, which had a substantial impact on medical student education, especially on interruptions of student assistantship that disturb students’ preparation, self-assurance and professional identity. The online education system in the last year of pre-clinical medical students involves changing the medical curriculum, duration of lectures, lecture schedules, and academic material loads, which are carried out through the implementation of online material sources or meeting platforms. However, the online education system also has several barriers that cause learning effectiveness that is not comparable to traditional face-to-face education systems, including the level of ability of both teachers and students to adapt online, time management, supporting infrastructure, integrated communication systems, and student engagement. This also had an impact on both students' theoretical and practical skills. Several factors also affect the student's readiness, including student assistantship interruption, OSCEs, written exams, competence, clerkship orientation, learning style, classroom environment, and mental health.

A Method for Analyzing Learning Sentiment Based on Classroom Time‐Series Images

With the development of smart classrooms, analyzing students’ emotions for classroom learning is an effective means of accurately capturing their learning process. Although facial expression‐based emotion analysis methods are effective in analyzing classroom learning emotions, current research focuses on facial expressions and does not consider the fact that expressions in different postures do not represent the same emotions. To provide a continuous and deeper understanding of students’ learning emotions, this study proposes an algorithm to characterize learning emotions based on classroom time‐series image data. First, face expression data for classroom scenarios are established to address the lack of expression databases in real teaching environments. Second, to improve the accuracy of facial expression recognition, a residual channel cross transformer masking net expression recognition model is proposed in this paper. Finally, to address the problem that the existing research dimension of learning emotion is too single, this paper uses the facial expression and head posture data obtained from deep learning models for fusion analysis and innovatively proposes a Dempster–Shafer evidence‐theoretic fusion model to characterize the learning emotion within the lecture duration of knowledge points. The experiments show that both the proposed expression recognition model and the learning sentiment analysis algorithm have good performance, with the expression recognition model achieving an accuracy of 73.58% on the FER2013 dataset. The proposed learning emotion analysis method provides technical support for holistic analysis of student learning effects and evaluation of students’ level of understanding of the knowledge points.

TEACHING HISTOLOGY IN TIMES OF WAR – EXPERIENCE OF MODIFYING EDUCATIONAL PROCESS

The process of conducting the educational process of “Histology, cytology and embryology” subject in a medical university during ongoing aggressive war includes psychological, legal and organizational components, where the focus for this fundamental theoretical subject should be made on high-quality digital tools, constant monitoring of feedback and maintenance of all participants of the educational process in safe conditions. The purpose of this work is to highlight main changes and innovations during the distant educational process in “Histology, cytology and embryology” discipline for medical students of the 1st and 2nd years. The studies in February-June 2022 period were held remotely, using the experience of organizing practical, lecture and modular classes under the conditions of the COVID-19 pandemic. The peculiarities of conducting remote classes during active military operations were, first of all, maintaining constant contact with each member of the academic group, obtaining up-to-date information about their location, health conditions and the availability of technical opportunities to attend classes. Taking into account air alarms of different durations, being in relative proximity to active hostilities and technical malfunctions of power grids in certain regions, the duration of practical, lecture and module classes could change, or be transferred to a time that is relevant for the teacher and the group. Conducting and discussing theoretical content of topics for Ukrainian- and English-speaking medical students of the 1st and 2nd years was carried out on the “Google Meet” platform using the interactive “Jam” board and the broadcast of visual material through the teacher’s access. Tasks in the form of multiple-choice questions, situational clinical cases, electronic microphotographs and flash cards have been used. It was high-quality digital materials of histological preparations, obtained from the existing material base of the department, that served as a basis for studying the microscopic structure of tissues and differentiation of the cellular composition of those in various types of organs. It is important to note that maintaining a high-quality educational process in wartime is not only a guarantee of the formation of a conscious generation of medical professionals, but also the maintenance of the academic front of the country in wartime.

Exploration of Case-Based Collaborative Participatory Learning in International Human Resource Management Course

This study aims to explore learning with case-based learning (CBL) approach to increase student participation individually and collaboratively. This method was implemented in International Human Resource Management (HRMI) lectures. As 125 respondents filled out a response questionnaire to see students' perceptions of the case-based learning process. The following are the results of the research: 1) lecturers deliver lecture materials communicatively and have an essentials role as an opening in the learning process to stimulate enthusiasm, participation, and understanding that leads to how far the level of student satisfaction in the learning process; 2) student participation in the discussion of the material was only 59.2% of the total respondents, this happened due to the reduction in the duration of lectures during the pandemic. To coping this phenomenon, lecturers prepared video material for each chapter in each meeting to be accessed independently. 3) less than half of the respondents were active in discussing cases (48.8%). It is relevant to the findings of students feeling afraid/anxious to show up/talk in discussing cases. Next, the CBL method has a significant effect on students' enthusiasm, participation, understanding, and satisfaction more and less with a percentage range from 12.9% to 43.1%. Also, the level of students' understanding that emerged from this case-based learning method was as much as 30.9%, which was understood from the beginning to involved in the value component other than the mid-term and final exams. Study for the future is the need to pay attention to class ratios, learning media (face-to-face or virtual), the readiness of the technology used by teachers and class participants, and how relevant the cases with the lecture material delivered.

Correlation Beetween Academic and Non-Academic Factors with Burnout Syndrome Incindence in Medical Study Program Faculty of Medicine Airlangga University

Background: Burnout is a symptom of emotional exhaustion, cynicism, and fatigue that occurs in an individual who does work by providing a form of service to others or the like. Burnout has the possibility of happening to students even though professionally students are not considered to be working or not having a job. Objective: This study aims to determine the prevalence of burnout syndrome based on the year of lecture and to determine academic and non-academic factors that influence the occurrence of burnout syndrome in medical students. Method: This study is a cross-sectional with respondents from the Medical Study Program, Faculty of Medicine, Airlangga University in the 2019-2021 class. The sampling technique was carried out by consecutive sampling. Data collection using a questionnaire. Instrument used is a burnout scale questionnaire made by Freudenberger and Richelson which has been translated into Indonesian Results: The results showed that 136 medical students had filled out the distributed questionnaires. The total number of students affected by burnout is 71 people with a percentage of 52.2%. In this study, the academic and non-academic factors that were found to have a significant effect on the occurrence of burnout in students were the average lecture time (p-value = 0.011), study fatigue (p-value = 0.038), and free time (p-value = 0.037) through logistic regression. Conclusion: There is a correlation between the incidence of burnout with the variable duration of daily lectures, study fatigue, and free time.

Introduction of Interactivity Using Quiz in Teaching Anatomy to First Year Undergraduate Medical Students

Background: Long duration of continuous lectures make the students loose interest in the subject of anatomy. This in turn affects their learning and performance. So, there is a necessity to introduce interactive teaching method like quiz that will motivate them to become good learners. The purpose of interactive teaching methods is generation of interest in the subject and acquirement of more knowledge in general, active and participatory learning, development of life-long learning habits and attitudes, acquire, retain and apply the knowledge, active involvement of students and thorough understanding of the subject. Keeping this in view, we tried to implement quiz as an interactive teaching technique in Anatomy and evaluate their effectiveness and impact on learning of the students. Methods: Quiz was introduced as a teaching and learning method for two regions of Anatomy- Abdomen & Pelvis and Head & Neck. The students and faculty were asked to give their feedback after the Quiz sessions. The data generated from feedback form was tabulated and analyzed. Results: 4 faculty (n=5) and 132 students (n=144) are very positive and looking forward to use of Quiz as an interactive method of learning in the future. 124 students feel that this method will enhance their exam performances. 4 faculty and 125 students feel other subject teachers should also start using this method. Conclusions: Majority of students and faculty are enthusiastic about using Quiz as an interactive method of teaching and learning. Majority of students also stated that they feel their exam performance will also be increased by the use of this method. This will cause awareness among other subject teachers also and a broader administration of such methods will be seen in near future with an attempt to enhance motivation, learning and exam performance of our students. Keywords: Quiz, Interactivity, Medical students

Students' preferences regarding teaching methodology in dental education - a cross-sectional study.

The goal of dental education is to prepare competent ethical professionals with critical thinking, reasoning and analyzing skills along with ability of application of clinical skills and judgement in treating a patient. The present study was designed with the objective to elicit the preferences of dental students regarding the utility of the prevailing teaching and learning methods and teaching aids. A cross-sectional study was conducted among undergraduate dental students. Study population consisted of 382 dental students. A self-designed close-ended questionnaire written in English was constructed specifically for the study. The questionnaire was divided into two sections. Information regarding various teaching and learning methods both in theory and practical/clinical classes was obtained from the students. Results were calculated using numbers and percentages only. The mean age of the students was 20.49 + 2.4 years. Problem based learning (PBL) was rated very useful by 76% (290) and useful by 24% (92) of subjects. Performing clinical/practical procedure individually rather than in group was rated very useful by 31% (118) of subjects. Use of power-point along with the blackboard was rated as the most useful method by 95% (363) of subjects. Majority of subjects (61%, 233) felt that 40 minutes duration of lecture was more useful as compared to 30 minutes. Our study concludes that dental students prefer active teaching learning methodologies and combination of audiovisual aids. Hence it is suggested that collaboration of different active teaching methods and aids should be adopted by the teachers in order to enhance the student learning process.

Musculoskeletal Pain With Body Mass Index, Duration of Activity and Lecture During Distance Learning

Musculoskeletal disorders can be affected by a person’s body mass index, age, gender, duration of doing physical activities, duration of working or studying, ergonomics and body posture. The purpose of this study was to determine the relationship between musculoskeletal pain and its risk factors in the Faculty of Medicine of Tarumanagara University students during the long-distance study. This research is analytic with a cross-sectional study design. The research subjects were 303 subjects with an age range of 19–23 years using non-probability sampling. Musculoskeletal disorder levels were measured using the Nordic Body Map (NBM) questionnaire. The data obtained were analyzed using chi-square. The results obtained on musculoskeletal disorders with BMI had P= 0,473 (PRR= 1,213), musculoskeletal disorders with a duration of physical activity had 0,278 (PRR= 1,337) and musculoskeletal disorders with a duration of lectures had P=0,454 (PRR= 1,371). The results showed that there was no significant change between musculoskeletal disorders and BMI, duration of physical activity and duration of lectures in the Faculty of Medicine of Tarumanagara University students.

A review of Turkish science course curriculum in terms of sustainable development goals

"The aim of this research is to determine whether or not there is a consistent approach to science education with the correlation of sustainable development goals (SDG). Document review method is used in this study. In this study, 2018 curriculums learning outcomes are used as a resource. 58 of 302 learning outcomes in the curriculum are found to be related to SDGs. SDG related learning outcomes are reviewed by their distribution according to grade levels, curriculum’s learning fields, lecture duration, related goals, and goal groups. As a summary science course curriculum have a deficiency in containing sufficient SDGs. Learning outcomes related to the low number of goals suggest that students are directed to specific goals. In order to achieve sustainable development, it can be recommended that these learning outcomes should be revised to fill the deficiencies of the curriculum. Studies can be conducted to determine whether the goals that are not included in the science course are found in other courses."