Effective Teaching-learning Method Research Articles

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.

발열아동 간호시뮬레이션 학습이 간호대학생의 비판적 사고성향, 의사소통자신감, 간호수행자신감에 미치는 효과

Purpose: This study aimed to examine the effects of simulation-based learning on thecritical thinking disposition, communication confidence, and performance confidence innursing care for children with fever. Method: A one-group pre- and post-test design wasused. A total of 59 nursing students participated. Results: The results of this study showedthat the effectiveness of simulation-based learning showed statistically significant improvementin critical thinking disposition, communication confidence and performance confidence.Conclusion: The findings indicate that simulation-based learning in the nursing care ofchildren with fever may be an effective teaching-learning method for nursing students.

Agreement on Core Components of an E-Learning Cultural Competence Program for Public Health Workers in South Korea: A Delphi Study

This study aimed to seek agreement on the core components of an e-learning cultural competence program for Korean public health workers (PHWs) while prioritizing educational content areas. A two-round Delphi study was performed with 16 Korean experts from five disciplines. Data were collected between August 30 and November 24, 2017. A questionnaire was developed from literature reviews and previous focus group interviews concerning PHWs. The panel members were asked to rate the importance and urgency of educational content areas and the effectiveness of teaching-learning methods and gave opinions on their appropriate frequency, duration, and target audience. Responses were analyzed using descriptive statistics. A median of 4.0 or greater or a rate of agreement of 75% or greater was considered a "consensus" for the purposes of this study. All consenting participants responded to two-round surveys. Participants reached consensus on thirty-one educational content areas. Of these, the highest priorities were "necessity of cultural competence of PHWs," "health characteristics according to race and ethnicity," and "establishing trusting relationships with migrants." The most effective teaching-learning method was case-based learning, with seven to eight sessions of training and duration of fewer than 30minutes per session. Multidisciplinary experts proposed 12 prioritized educational content areas and effective teaching-learning methods as well as their frequency, duration, and target audiences, reflecting Korea-specific multicultural phenomena and the nature of the work of PHWs. These findings can contribute to preparing PHWs to provide culturally competent services to migrants in their communities.

Portfólio na graduação em Odontologia: da clínica à saúde coletiva

Objetivo: O objetivo do presente estudo foi avaliar o portfólio como instrumento do processo de ensino-aprendizagem, sob a percepção de estudantes da graduação em odontologia em disciplinas clínicas e teóricas. Materiais e métodos: O estudo foi do tipo transversal, com abordagem quantitativa, através do emprego de questionário estruturado. A coleta de dados foi desenvolvida em 2015 e 2016 e ocorreu nas dependências de um curso de graduação em odontologia, com amostra final de 169 participantes (96% da população). Resultados: Foi possível perceber que 71,4% dos alunos não tiveram dificuldades para confeccionar o portfólio, 78% afirmam que o seu uso melhorou sua aprendizagem, 66,1% dos alunos usariam se fossem professores e 84,4% relatam que o emprego do portfólio é excelente, ótimo ou bom como método de ensino-aprendizagem. Conclusão: Pode-se concluir que o portfólio é um método eficaz de ensino aprendizagem e possui boa aceitação dos alunos, podendo ser usado em disciplinas teóricas e prática do curso de odontologia.

The Effects of the Children’s Poetry-Based Music-Making Program on the Musical Propensity and Musical Attitude of Young Children

Objectives The purpose of this study is to offer a more effective teaching-learning method to practice music-making activities in child care centers and kindergartens by verifying the effects of poetry-based music-making program on the musical propensity and musical attitude of young children. Methods The subjects of this study were 110 children, aged 4 and 5 years, comprising both boys and girls, sampled from child care centers in Seoul city. First, children’s poems were selected, then the music-making program was developed to express in various timbre and to make melody with pitch and rhythm on the poems. After 20 sessions of music-making activities, conducted on the experimental group, the degree of improvement in propensity and attitude towards music of young children was analyzed. Results The musical propensity and attitude of the children aged 4 and 5 years in the experimental group were significantly higher than in the control group, in the total as well as the sub-spheres. In addition, the musical propensity and attitude of boys and girls in the experimental group were also. Conclusion It was suggested that early childhood teachers should include music-making activities in teaching so that children can have musical activities of better quality and variety. Keywords: music-making, musical propensity, musical attitude

플립러닝을 적용한 알고리즘 이론교과목의 효과적인 교수학습방법 설계

최근 새로운 산업 환경의 변화에 필요한 맞춤형 기업 인재양성을 위한 효과적인 교수학습방법으로 플립러닝이 주목 받고 있다. 기존 강의식 수업방식의 경우 중도탈락률이 높고 창의적 문제 해결력을 저해하는 등의 다양한 문제점이 있다. IT 공과대학의 경우 선수 교과목의 선행이 필요한 전공 이론과목이 대부분이므로 학생들의 학습 참여도와 학업 성취도를 높일 수 있는 효과적인 교수학습방법의 개발이 필요하다. 본 논문에서는 학생들의 학습 동기를 유발하고 자기 주도적 학습을 통한 학습 효과를 높이기 위해 플립러닝과 실습수업을 병행한 5단계 플립러닝 수업모형을 제안하였다. 또한 컴퓨터공학과의 알고리즘 수업에 적용하여 학습 효과를 분석하고 그 결과를 바탕으로 문제점 및 활용방안을 제시하고자 한다.

Effectiveness of Revised Pharmacology Record Books as a Teaching-Learning Method for Second Year Medical Students.

The goal of teaching medical undergraduates Pharmacology is to form a sound foundation of therapeutics. The pharmacology record books are maintained as a part of the curriculum. The purpose of this study was to obtain feedback of the medical students about the new record adopted in the institution after major revision. This was a questionnaire based study done in a Government Medical College of Kerala in February 2013. The data was analysed using SPSS. The feedback on clinical pharmacology exercises was given positive and negative scores. Majority (64.5%) opined that the content in pharmacology record was good. A total of 78.1% completed the record during discussions in practical classes. Majority wrote the records for understanding pharmacology. For 79.8% General Pharmacology exercises were most relevant, 33.8% considered Clinical Pharmacology exercises to be the most thought provoking. Drug use in special groups received the maximum positive score. The new improved pharmacology record is an effective teaching-learning method. Inclusion of more clinically oriented exercises has increased the interest of the students in the subject.

Effectiveness of flipped classroom with Poll Everywhere as a teaching-learning method for pharmacy students.

Objectives:Flipped classroom (FC) is a pedagogical model to engage students in learning process by replacing the didactic lectures. Using technology, lectures are moved out of the classroom and delivered online as means to provide interaction and collaboration. Poll Everywhere is an audience response system (ARS) which can be used in an FC to make the activities more interesting, engaging, and interactive. This study aims to study the perception of undergraduate pharmacy students on FC activity using Poll Everywhere ARS and to study the effectiveness of FC activity as a teaching-learning tool for delivering complementary medicine module in the undergraduate pharmacy program.Materials and Methods:In this nonrandomized trial on interrupted time series study, flipped class was conducted on group of 112 students of bachelor of pharmacy semester V. The topic selected was popular herbal remedies of the complementary medicine module. Flipped class was conducted with audio and video presentation in the form of a quiz using ten one-best-answer type of multiple-choice questions covering the learning objectives. Audience response was captured using web-based interaction with Poll Everywhere. Feedback was obtained from participants at the end of FC activity and debriefing was done.Results:Randomly selected 112 complete responses were included in the final analysis. There were 47 (42%) male and 65 (58%) female respondents. The overall Cronbach’s alpha of feedback questionnaire was 0.912. The central tendencies and dispersions of items in the questionnaire indicated the effectiveness of FC. The low or middle achievers of quiz session (pretest) during the FC activity were three times (95% confidence interval [CI] = 1.1–8.9) at the risk of providing neutral or negative feedback than high achievers (P = 0.040). Those who gave neutral or negative feedback on FC activity were 3.9 times (95% CI = 1.3–11.8) at the risk of becoming low or middle achievers during the end of semester examination (P = 0.013). The multivariate analysis of “Agree” or “Disagree” and “Agree” or “Strongly Agree” was statistically significant.Conclusion:This study provides insight on how the pharmacy students learn and develop their cognitive functions. The results revealed that the FC activity with Poll Everywhere is an effective teaching-learning method.

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

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

정신질환자간호 시뮬레이션교육이 간호학생의 임상실습에 대한 불안과 자신감에 미치는 효과

Nursing students experienced anxiety and fear of building relationships with psychiatric patients due to lack of professional knowledge about metal illness and skill to take care of the patients. The simulation education is known as an effective teaching-learning method since being performed in a non-threatening environment similar to clinical setting. The purpose of this nonequivalent quasi-experimental study was to identify the effect of simulation on anxiety and self-confidence about the psychiatric-mental health nursing practice. The third year nursing students at a three year nursing program were participated in this study. For the experimental group (N=28) the simulation education using the standardized patient based on the scenario for patients with schizophrenia was performed, and for the control group (N=18), the debated education applying the case study same as for the experimental group was made in the class. Using SPSS, t-test and ANCOVA were analyzed to compare the anxiety and self-confidence between the experimental and control groups. As a result of the study, the anxiety score on psychiatric-mental health nursing clinical practice of the experimental group significantly decreased, compared to that of the control group, but the self-confidence score for the performance of psychiatric nursing care showed no significant differences between the groups. Accordingly the simulation education can be an effective educational method to reduce anxiety about psychiatric-mental health nursing clinical practice for nursing students.

Collaborative Testing in Practical Laboratories: An Effective Teaching-Learning Method in Histology.

This article presents an experimental teaching and learning program used in histology with first-year students in the second term in the Faculty of Biology at Huanghuai University, China. Eighty-six students were divided randomly into two groups (n=43 per group). Tests were conducted at the end of each practical laboratory (10 laboratories in total) in which collaborative testing was used in the experimental group and traditional testing in the control group. To assess achievement, a final examination in histology was carried out at the end of the course. To determine students' attitude to the teaching styles, a questionnaire survey was conducted at the end of the term. Results showed that students preferred the collaborative testing format. In the experimental group, students' scores were significantly higher than those of students in the control group in final examinations. These findings indicate that collaborative testing enhances student learning and understanding of the material taught, and suggest that collaborative testing is an effective teaching-learning method in histology.

간호윤리 교육에서 영화 및 역할극의 이용가능성 및 효과성 비교*

This study was designed to compare the availability and effectiveness of both cinema and role-playing as teaching-learning methods in nursing ethics education. A mixed-method research design combining a survey and content analysis was conducted. Data were collected from 2013 to 2015. Participants were 137 senior undergraduate nursing students in a college of nursing in South Korea. Both the cinema and role-playing methods showed high degrees of availability and effectiveness in nursing ethics education. Cinema showed the statistically significantly higher levels of availability, effectiveness, helpfulness for improving ethical decision-making, intention to use, and intention to recommend. The results of this study show that cinema may be a more useful and effective teaching-learning method for nursing ethics education. These findings can be used in developing effective teaching-learning methods for nursing and medical educators in order to improve the decision-making abilities of students and health care providers.

CONSULTING DOMESTIC UNIVERSITIES IN USING A NEW EFFECTIVE TEACHING-LEARNING METHOD (KM-TFU) BASED ON THE METHOD OF ‘TEACHING FOR UNDERSTANDING’ AND THE CONCEPT OF ‘LEARNING-BY-DOING KNOWLEDGE MANAGEMENT’

Using the four modes of knowledge conversion (socialization, internalization, combination, and externalization) from Nonaka and Takeuchi 's theory of knowledge as an interplay between tacit and explicit knowledge, and applying these to the four key ideas of TfU (generative topics, understanding goals, performance of understanding, and ongoing assessment), a new method of teaching and learning is born, KM-TfU method. This paper is aimed at using this new effective teaching-learning method which is a more knowledge-based method of TfU using the concept of ‘Learning-by-Doing Knowledge Management’ and applying this method in open and distance learning (ODL) in domestic universities. This new method which is based on critical and creative thinking, reflection, dialogue, interaction, brainstorming and knowledge creation, exploration, and expansion can effectively be applied in open and distance learning to create a more dynamic global knowledge-based society.

제7차 교육과정에 의한 중학교 과학 교과서 화학 단원의 STS 교육 내용 분석과 화학 교사들의 STS 교육에 대한 인식 조사

The purpose of this study was to analyze the STS (science-technology-society) contents in chemistry chapters of middle school science textbooks standardized by 7th national curriculum, and to investigate chemistry teachers` perception of STS education. This study was based on 8 essential elements in STS education suggested by Yager and 9 activities in SATIS (science and technology in society). The questionnaire and interview were used to investigate chemistry teachers` perception. As a result of this study, the average value of the STS contents in chemistry chapters of 7 kinds of middle school science textbooks was 22.4%, and the STS contents were preponderated to essential elements of science application and local and community relevance. And STS contents showed that science 2 textbooks were the most of all and in order of science 1 textbooks and science 3 textbooks. As a result of analysis by activities in SATIS, most activities were practice activity, problem-solving and decision making, and structured discussion. Chemistry teachers` perceptions of STS education were following. There were many responses that STS education was necessary for educational efficiency. On the other hand STS education was unnecessary because there were few effective teaching-learning method related with STS education. From these results, middle school science textbooks have to be complemented because 2 essential elements of the STS contents were preponderated in the science textbooks. And the teaching-learning method connected with STS education will have to be developed for the efficiency of STS education.