Effective Teaching-learning Method Research Articles

Team based learning: an effective teaching-learning method in undergraduate teaching in community medicine

Team based learning: an effective teaching-learning method in undergraduate teaching in community medicine

Effectiveness of Digital Learning in Community Mental Health Care Among Nurses in India.

Digital learning is a cost-effective and time-saving approach in higher education. The present study aimed to check the impact of continuing nursing education programs through digital learning by connecting Indian nurses to NIMHANS Digital Academy (NDA). One group pre-test and post-test design was used for this study. Overall, 217 nurses registered for the course and 146 nurses were recruited on the basis of eligibility and their Expression of Interest (EoI) through the online registration portal. All the nurses who had access to the internet and enough internet literacy were included in the study. 64 nurses had not submitted the post-test due to various reasons within the stipulated time. Hence, the final sample achieved and calculated for the analysis was n = 82. The data for this study were collected through the retrospective chart review method. The findings of this study reveal that most of the nurses in India had willingness and readiness for digital learning. All the nurses who joined the NDA learning program stated that they would like to improve their knowledge regarding mental health and illness, to identify and manage mentally ill patients efficiently. The results indicated that the training provided through NDA positively impacted the nurses' knowledge and fulfilled their learning needs. Statistical analysis showed a significant difference between knowledge, practice, and confidence score changes for the two-time point period, i.e. before and after the training. It can be concluded that conducting Continuing Nursing Education (CNE) through a digital learning program is an effective teaching-learning method in the nursing curriculum.

Effectiveness of problem-based learning compared to conventional lectures as a teaching–learning method for medical students

Background: Problem-based learning (PBL) is based on adult learning theory which provides a better understanding of the problem through self-directed learning. During didactic lectures, students are receiving the information and they are memorizing it without understanding the practical applications. PBL provides an active learning environment along with the acquisition of other skills. Aims and Objectives: The present study was conducted to assess the effectiveness of PBL over conventional lectures as a teaching–learning method for phase 1 medical students. Furthermore, the perception of students toward PBL was taken. Materials and Methods: PBL sessions were conducted among 100 Phase 1 medical students by dividing them into two groups and assessed by MCQs. Lecture class was taken for the whole students and again assessed by MCQs for the non-PBL topics. A comparison between the aggregate test scores was made using an unpaired t-test. Perception of students toward PBL was collected using a validated questionnaire in Likert scale and expressed as a percentage. Results: Data analysis showed the aggregate mean score of PBL as 27.96 (3.42) and conventional lecture as 22.66 (4.28) with P < 0.001, which was taken as significant. Students showed a positive response toward PBL as an effective learning tool. Conclusion: PBL is an effective teaching–learning method that can be incorporated into the medical curriculum to create medical graduates with self-directed lifelong learning skills.

북버디(Book-Buddy)를 통한 그림책 읽기 활동이 유아의 또래 상호작용 및 읽기 흥미에 미치는 영향

Objectives The study aims to examine how book buddy activities affect the peer interactions and interest in reading of young children.
 Methods A total of 90 young children were selected from a preschool in the city of ‘G’, including 3-yearolds(n=40) in two classes of 20 each and 5-year-olds(n=50) in two classes of 25 each. For each age group, one class was designated as an experimental group that would take part in book buddy activities, while the other class served as a comparison group, taking part in reading activities alone.
 Results The major findings of the study were as follows. First, statistically significant differences were found between the experimental and comparison groups in terms of peer interactions, with the experimental groups for both 3-year-olds and 5-year-olds showing improvement in their overall peer interactions. Second, statistically significant differences were found between the experimental and comparison groups in terms of interest in reading, with the experimental groups for both 3-year-olds and 5-year-olds showing improved overall interest in reading.
 Conclusions The study results suggest that book buddy activities are an effective teaching-learning method for increasing the peer interactions and interest in reading of young children.

간호대학생의 플립러닝을 적용한 지역사회간호학 교육이 학습동기, 학습관련 자기주도성, 자기효능감, 비판적 사고성향, 문제해결력 및 학습만족도에 미치는 효과

Objectives The purpose of this study is to provide basic data for future nursing education by identifying the effects of flip learning-based community nursing education on learning motivation, learning-related self-direction, self-efficacy, critical thinking disposition, problem-solving ability, and learning satisfaction of nursing students.
 Methods The study design was a one group pre-post design, and it was conducted from February 28 to April 22, 2022, targeting 158 third-year nursing students who took community nursing courses at one university. Data collection was conducted during the course of the course. For data analysis, descriptive statistics, paired t-test, Pearson correlation, and step regression analysis were performed using SPSS Statistics 24.0 program.
 Results Learning motivation (t=-4.41, p<.001), learning-related self-direction (t=-2.64, p<.009), critical thinking disposition (t=-2.75, p<.007) and learning after flip learning class Satisfaction (t=-4.12, p<.001) was found to have statistically significant differences before and after, self-efficacy (t=-0.71, p=.479) and problem-solving ability (t=-1.95, p=.053) had no significant difference. In addition, the factors affecting learning satisfaction were learning motivation and problem-solving ability, and their explanatory power was 66.8% (F=103.28, p<.001).
 Conclusions Through this study, it was confirmed that the community nursing class applied with flip learning is an effective teaching-learning method. There is a need for a strategic plan to strengthen learning competency by applying various teaching and learning methods to nursing students. it was confirmed that the flipped learning-based nursing management class was effective in improving the learning presence and learning immersion of nursing students.

Effectiveness of Multiple-choice Questions (MCQS) Discussion as a Learning Enhancer in Conventional Lecture Class of Undergraduate Medical Students

Context: Multiple Choice Questions (MCQs) are one of the commonly used assessment tools in the field of medical education. A few initiatives have been made to use MCQ tests during classes as a mode of test-enhanced learning. However, there is a lack of enough scientific information regarding the use of MCQs as a learning enhancer. Aims: The present study has been undertaken to analyze the effectiveness of MCQ discussion as a learning tool. Methodology: The study was conducted in a Government Medical College in Kerala among Phase 2 MBBS students. They were divided into study and control groups of 61 students each. Online lecture classes were conducted for both groups on six topics of Pathology. For the study group, an additional MCQ discussion was done towards the end of the lecture class. Post-test was conducted on day 1 and after 2 weeks. A questionnaire was given to assess the attitude of students. Scores obtained in the post-tests were used to test the significance. Results: There was a significant difference in the mean score obtained between control and study groups in the post-test conducted on the same day suggesting that the MCQ discussion conducted at the end of the lecture class has added benefit (P value = 0.04). There was no significant improvement in academic performance when an assessment was made after 2 weeks (P value = 0.59). More than 80% of students showed a positive perception of this method. Conclusion: MCQ supplementation towards the end of the didactic lecture class is an effective teaching-learning method. Students also express a very positive attitude towards it. MCQs can be considered not only as an assessment tool but as a learning enhancer also.

Team-Based Learning in Medical Colleges: Need, Scope, and the Potential Factors for Successful Implementation

AbstractOwing to the rapid advancements in the field of medicine, it is a major challenge for the medical educators to prepare the medical students to be ready and competent in their future clinical practice. It is a must that the medical students should not only be knowledgeable and skilled but also acquire the trait of being a lifelong learner. The adoption of team-based learning is an effective teaching-learning strategy to prepare the medical students for all the above roles, as it envisages working in teams to resolve the clinical-practice-related issues. In conclusion, team-based learning is an effective teaching-learning method that advocates practical application of the learned knowledge and encourages teamwork for the resolution of medical problems. However, successful implementation of team-based learning in a medical college is dependent upon the support from administrators, faculty members, and active participation of the medical students.

Efficacy of flipped classroom method in teaching-learning physiology

Objectives: The overall goal of the study was to foster self-directed learning, critical thinking and problem-solving skills in 1st-year medical students. Another goal was to create interest in learning by making it more interactive. As per the requirement of a competency-based medical education curriculum, we tried to use a novel teaching method called Flipped classroom method to meet our goals. Hence, the objectives of this study were: (1) To compare the effect of flipped classroom method and didactic lecture on students’ performance in the topics from renal physiology by MCQ test. (2) To obtain students’ perception about flipped classroom method in learning physiology. (3) To obtain teachers’ perception about flipped classroom method in teaching physiology. Materials and Methods: Flipped classroom method was introduced for teaching two topics in renal physiology for first MBBS students. This cross-over experimental study included 112 first M.B.B.S. students, after taking their informed consent and Ethics Committee permission. They were divided into two groups according to odd and even roll numbers. In the first part of the study, Group A (odd roll numbers) attended the didactic lecture on Renal Clearance (RC) and Group B (even roll numbers) attended the didactic lecture on Glomerular Filtration Rate (GFR). These topics were taught by two different teachers in two different classrooms. They were administered pre-test and post-test in the form of case-based MCQs which tests knowledge, critical thinking, and problem-solving skills on the topic. In the second part, two groups were swapped. Group A attended flipped class for G.F.R. and Group B attended flipped class for RC. They were again administered pre-test and post-test in the form of the same MCQ test. The teacher remained the same for the particular topic. For the flipped class, students came prepared with the topic. They were provided with resource materials of the allotted topic 1 week prior, in the form of pre-recorded lectures and videos. Students’ feedback in the form of a questionnaire and teachers’ feedback in the form of the interview was obtained. Marks obtained by students after didactic teaching and flipped classroom method teaching were compared by “Student’s t-test.” Results: The post-test score of students in the flipped class was significantly higher (P < 0.05) than the post-test score of students in didactic class. More than 85% of students agreed and strongly agreed that the flipped classroom method improved their learning in renal physiology and it increased their confidence in answering the topic in the final exam. Near about 50% of students liked the flipped class method because of its interactive nature and discussion which was based on the application of knowledge. The teachers were more satisfied by flipped classroom method of teaching. Conclusion: Flipped classroom method is an effective teaching-learning method in physiology when compared with a didactic lecture.

Near-peer-assisted learning for training undergraduate medical students in clinical ophthalmology skills

ObjectiveThis study aims to formally evaluate near-peer-assisted learning (NPAL) for teaching clinical ophthalmology skills to second-year undergraduate medical students through their fellow medical interns. MethodsInterns posted at the department of ophthalmology were included as tutors after an initial sensitization and assessment. Second-year undergraduate students were included as tutees. Sessions were conducted for pre-identified clinical skills in batches of 3–5 tutees each. Perceptions of tutors and tutees were captured on a 5-point Likert scale (Kirkpatrick level-1) and evaluated. Tutors were assessed by directly observed procedural skills (DOPS) and tutees by pre- and post-session scores and performance of the respective clinical skills (Kirkpatrick level-2). ResultsA total of 21 of 24 tutors and 82 of 100 tutees responded to the evaluation questionnaire. Tutors perceived themselves as knowledgeable and useful as instructors; scores of second DOPS session significantly improved compared to the first (p = 0.001) for all clinical skills. Tutees found the NPAL sessions effective for learning clinical skills. Pre- and post-test scores significantly improved (p = 0.001), and all clinical skills were satisfactorily performed in the end-of-term exam. ConclusionNPAL was perceived as an effective teaching-learning method by both tutees and tutors, and all clinical skills were performed successfully. NPAL can serve as a useful adjunct to traditional teaching for clinical training of small groups and can help alleviate teaching pressures on already burdened clinical faculty in Indian Medical colleges.

THE EFFECTS OF ACTION LEARNING-CHILDREN’S NURSING CLINICAL PROGRAM (AL-CNCP) ON PROBLEM SOLVING ABILITIES, COMPETENCY IN NURSING SKILLS, SELF-EFFICACY FOR GROUP WORK, AND TEAM EFFICACY OF NURSING EDUCATION

Background: This study was conducted to examine the effects of Action Learning-Children’s Nursing Clinical Program (AL-CNCP) for nursing students. Methods: A quasi-experimental study with a non-equivalent control group pretest-posttest design was used. The study participants were 82 nursing students (42 in the experimental group and 40 in the control group) from G metropolitan city in South Korea. The experimental group took part in the AL-CNCP, which was scheduled to take place twice per week for 10 days, while the control group took part in a traditional pediatric nursing practice education. The data were analyzed using descriptive statistics, χ²-test, ANCOVA, and an independent t-test using SPSS/WIN 22.0. Conclusion: There were significant increases in problem solving abilities (t=4.49, p<.001), competency in nursing skills (t=3.99, p<.001), self-efficacy for group work (t=3.91, p<.001), and team efficacy (t=2.25, p=.027) in the experimental group compared to the control group. Based on the findings, this study indicates that AL-CNCP is an effective teaching-learning method to improve problem solving abilities, competency in nursing skills, self-efficacy for group work, and team efficacy of nursing students.

Interactive teaching in medical education: Experiences and barriers

An interactive teaching method is a form of learning and communicative activity, which focuses on students’ needs and allows them to actively participate in the learning process. With the introduction of competency based medical education (CBME), new teaching methods have been introduced to ensure the attainment of competencies by medical graduates. Research shows that interactive activity in class is an effective teaching learning method. There are many studies which have reported that students prefer interactive lectures based on active learning principles. Despite this, it has been found that many students do not engage with active learning exercise, which is probably due to the reason that among students, there is an already established culture of teaching and learning. The interactive lectures need to be designed after exploring student expectations, feedback, and experiences. Faculty members too have their own skepticism about the use of innovative methods in their teaching. These challenges need to be addressed for successful implementation of CBME based curriculum in medical education. With this review, we present the experiences about the use of interactive teaching methods in the field of medical education and also point out various barriers and challenges on the path of its execution.

Simulation in plastic surgery: Features and uses that lead to effective learning

Background. Increased competition for surgical exposure and practice, smaller teaching platforms and shorter training times have an impact on the quality of training and competence of plastic surgery registrars. Demands for accountability and minimising patient risks are the driving forces for incorporating simulation in healthcare education. We addressed the problem of whether the features and uses of simulation would enhance postgraduate plastic surgery education and training and ensure more effective learning. Objective. To identify and describe: ( i ) how simulation impacts on student learning; therefore, how the effectiveness of learning may be enhanced in postgraduate and/or plastic surgery education and training; and ( ii ) which features and uses of simulation have the potential to enhance learning in plastic surgery. Methods. A descriptive design was used for the study. Data were collected by means of semi-structured interviews with 8 national and international role players in simulation. Results. The results indicated a positive outcome of simulation, as it provides, e.g. a non-threatening environment for learning and improves clinical competency, ensuring an increase in patient safety. The features and uses of simulation render it an excellent method to enhance learning effectiveness at different cognitive levels and to fulfil a specific role in integrated and holistic training, while providing opportunities to practise specific skills. The lack of clinical opportunities can be addressed, and more clinical exposure and practice will result in fewer medical errors. Conclusion. Simulation-based education in postgraduate plastic surgery education and training proved to be an effective teaching-learning method, which provides solutions to current deficiencies, hindrances and gaps in health professions education. The research question was answered and the use of simulation is recommended to enhance plastic surgery education and training and promote safe patient care.

Perception of Students and Faculty on Problem Based Learning in Proficiency Certificate Level Nursing Program

Patan Academy of Health Sciences intended to implement problem based learning in proficiency certificate level nursing program who have just completed grade 10. Presently in Nepal, the available literature on use of problem based learning as teaching learning methods is limited to undergraduate medicine who have passed 10+2 or equivalent. It was conducted to measure the perception of students and faculty on problem based learning in nursing program. Nursing faculty who have been involved in teaching learning of nursing curriculum were trained to conduct problem based learning and write problem based learning case. Prior to run problem based learning case, students were also oriented for the problem based learning process. A 44 students and seven faculty returned the filled data collection tool. Both the students and tutors perceived that the problem based learning is an effective teaching learning method. They also found that the attributes of problem based learning such as self-directed learning, collaborative learning, team work and fun learning. Students were eager to have more problem based learning session in their curriculum. Faculty also perceived that problem based learning can be a better teaching learning methods and it can be implemented in proficiency certificate level nursing. This study shows the acceptance of problem based learning as a teaching learning methods in proficiency certificate level nursing program by both the students and faculty.

Peer Learning: An Effective Teaching-Learning Method for Improving Ability in Arterial Blood Gases Interpretation

Background: Competent nurses are expected to be able to interpret arterial blood gases (ABGs). The benefits of peer learning, an innovative teaching-learning method today, have long been recognized. However, to date, no studies have compared the effect of this method and the traditional classical method in interpreting ABGs. Purpose: This study aimed to compare the effect of peer learning and classical learning methods on the nurses’ ability to interpret ABGs. Method: This was a quasi-experimental research with pre and post-test design. Forty ward nurses were invited in the peer learning method group, and another 40 ward nurses were invited in the classical learning method group through a randomization process. Data were collected using a questionnaire before and after the educational intervention. The classical class was taught by an experienced trainer, while peer groups, divided into groups of 5-6, were taught by one member of each group who obtained the best pre-test score and received special training first. The analysis of data was performed by t-test.Result: The result showed that after the intervention, the mean score of interpreting ABGs in the peer learning group increased by 3.18±1.12 (p<0.001), while in the classical learning method, it only increased by 2.32±0.988 (p<0.001). Although there were significant increases in ABGs analysis’s ability in both groups, the peer teaching-learning group demonstrated a significantly greater improvement in interpreting ABGs (p<0.001).Conclusion: The peer learning method facilitates a more significant improvement in the nurses’ ability for ABGs interpretation. Peer learning is appropriate as one of the methods in clinical education for nurses.

Positive Outcomes of Rapid Freeware Implementation to Replace Baccalaureate Student Clinical Experiences.

Loss of in-person clinical experiences due to the COVID-19 pandemic created the need for a rapid transition to online clinical education using virtual simulation, which has been shown to be an effective teaching-learning method. Standards of best practice for simulation provide a framework for implementation. Using free online simulation programs, 15 faculty members offered 3-hour synchronous sessions covering 20 different topics via an online meeting platform to 42 senior nursing students. Students were invited to complete an evaluation following each session. Students collectively logged over 1,200 hours of simulation time attending approximately 100 sessions. Postsimulation evaluations captured students' responses to sessions. Students appreciated the opportunity to review content covered in previous semesters and engaged most when simulations followed a consistent structure, were interactive, and contained visually engaging materials. Resourceful faculty responded quickly and creatively to the urgent need to transition to online clinical learning and created positive experiences for students. [J Nurs Educ. 2020;59(12):701-704.].

Sudden Transition from Real Classroom to Virtual Classroom: Perceptions and Problems Faced by Nursing Teachers and Students

COVID-19 pandemic emerged as a serious public health issue of international concern and leads to sudden overnight transition from classroom teaching to completely online teaching consequently. This transition has turned up as a massive change for both teachers’ productivity and also for student’s social life and learning.One of the biggest challenges, teachers are facing is how to maintain attention andinterest of the students towards online sessions. Nursing profession is skill-based with consolidated body of knowledge. Through online teaching, skill-mastering is not possible to full extent. Sincere evaluation of the student’s knowledge, attitude and skill is also limited.Virtual teaching cannot replace the classroom teaching as it lacks the mental and emotional connect between the teacher and the students. Teacher and student need to be well versed with the various etiquettes for using these online platform/apps for virtual teaching. In spite of all odds, Virtual teaching emerged as an effective alternative teaching-learning method that actually helped to foster teacher-student bonding and maintain continuity of learning at the time of this public health emergency worldwide due to COVID-19 crisis. We all are learning the new normal way of teaching and learning in the coming era. All nursing teachers strive to maintain the quality of nursing education delivered through virtual methods. What we need to ensure is the provision of structured online module which not only imparts knowledge but also update skills.

English as Medium of Instruction Implementation for Communication and Sustainability in 4.0 Era

Globalization spreads fast around the world put English language become a-must-have skill. Almost all people use English in the teaching learning process, communication, transferring soft skills and hard skills, showing social status in communities, business transactions, political purposes, even on the some medicine instruction, food ingredients, mechanic usage instruction, and many more. The language is used to various purposes, as for online and offline communication. During this corona virus pandemic, English as a Medium of Instruction is implemented mostly in online educational institutions. English as Medium of Instruction is also applied to any subjects in universities in non-English speaking countries. This research focuses on the implementation of English as Medium of Instruction for communication and sustainability in 4.0 era for non-English lecturers in a private university in Indonesia. The survey questionnaires used online link was randomly sent to 53 lecturers as informants. The aim of using online link to support data gathering is to ensure all information required can be collected on time, faster and efficiently. The data was quantitatively presented and qualitatively analyzed. The data collected were information on how essential English related to English of Medium of Instruction implementation for communication & sustainability in 4.0 era, including the challenges faced by non-English lecturers in fully English as Medium of Instruction classrooms. The findings of this research provide updated information regarding the learning needs and the effective teaching-learning method in implementing EMI for communication and sustainability in 4.0 era.

Effects of Flipped Learning on the Critical Thinking Disposition, Academic Achievement and Academic Self-efficacy of Nursing Students: A Mixed Methods Study

Purpose: The purpose of this study was to investigate the effects of lessons based on flipped on nursing students' critical thinking disposition, academic achievement, and academic self-efficacy. Methods: The study design was a mixed methods paradigm. Participants were 82 nursing students (experimental group=41, control group=41) for the quantitative study, and nine nursing students for the qualitative study. A flipped learning lesson and lecture were provided in a class titled Critical Thinking and Nursing Processes to compare the effects of the flipped learning lesson. Quantitative data were analyzed with a chi-square test and an independent t-test. Qualitative data were analyzed by means of content analysis. Results: The critical thinking disposition (t=-5.90, p=.004) of the experimental group with flipped learning increased significantly, but their academic achievement (t=0.38, p=.078) and academic self-efficacy (t=-0.24, p=.053) did not show any significant change. From the content analysis after the flipped learning lesson, four categories and 13 sub-categories were derived. Conclusion: The results of this study showed that flipped learning is an effective teaching-learning method for improving nursing students' critical thinking disposition. Therefore, it will be necessary to consider teaching-learning management strategies for applying flipped learning in the nursing education field.

Effectiveness of seminar as an educational tool among the undergraduate medical students: A study

Background: The faculty of medical colleges have a greater responsibility in making the study methods of their subject innovative, interesting and participatory for the under graduate students. One such method is organizing seminars for the undergraduate students. Objective: To assess effectiveness of student seminars as a teaching learning method in the undergraduate medical curriculum. Methods: This study was conducted in the Department of Biochemistry, Malla Reddy Institute of Medical Sciences, Hyderabad on a group of 150 students. This study assesses the role of seminar as teaching-learning tool by recording the effectiveness and perception of medical students on seminars through a pre-test/post-test evaluation and questionnaire-based survey. Results: A highly significant improvement (p<0.001) was observed among the medical students after the seminar sessions based on pretest and posttest analysis. 85% of the students reported that they found the seminars to be an interesting method of gaining knowledge. 78% of them felt seminars could be a good associated T/L method along with didactic lectures. 88% felt they got to learn new things from their peers in the seminar group. All the students who presented were of the opinion that seminar improved their communication skills, learned to make a formal scientific presentation and gained self-confidence after presenting the seminar. Conclusion: Seminars can be used as effective teaching learning method in the medical curriculum for a better understanding and outcome among the medical students.

Effects of Team-based Learning using Concept Mapping on Critical Thinking Disposition and Metacognition of Nursing Students

Purpose: This study aimed to examine the effects of team-based learning using concept mapping on critical thinking disposition and metacognition on college of nursing students. Methods: A non-equivalent control group pretest-posttest design was used. The experimental group was provided team-based learning using concept mapping. The control group was provided team-based learning. A total of 77 nursing students participated. Results: The experimental group increased significantly in critical thinking, however, there were no significant differences in critical thinking or metacognition between the two groups. The four essential themes extracted were as follows: (1) Expanding the scope of thinking; (2) Strengthening learning competency; (3) Enhancing communication skill; and (4) Burden of new learning method. Conclusion: The findings indicate that team-based learning using concept maps may be an effective teaching-learning method for nursing students.