Group Teaching Methods Research Articles

The effect of blended learning on the achievement of HDE students in the methods of teaching Arabic language course and their attitudes towards its use at Ajman University: A case study

The UAE Ministry of Education strives to use modern technological and educational methods to teach students in higher education institutions and to assure high-quality education. This study aims to investigate the effects of the use of blended learning on the achievements of students in a higher diploma in education (HDE) course at Ajman University. It compares the results of different ways of teaching the ‘Methods of Teaching the Arabic Language course’, and students’ attitudes towards their use. The study was conducted using a quasi-experimental design case study. The participants of the study were 94 students, divided into two groups of equal sizes (n = 47): one an experimental group and the other a control group. An achievement test and questionnaire were designed to confirm the study’s validity and reliability. SPSS was used to analyze the data. The findings revealed that there were statistically significant differences between the experimental and the control groups, in favor of the experimental group teaching method and students of this experimental group have attitudes have positive towards the using of blended learning. Their attitudes were in favor of the students with academic evaluation (GPA 3.5–4), Computer skills (Students with excellent computer skills) and finally, there was no statistical significance according to teaching experience. The study recommends further research into using blended learning in higher education institutions.

Participatory tutorial as teaching technique for medical students

Introduction: Participatory tutorial is a technique in which student-led seminars are held. In such small group teaching method understanding and critical thinking of the subject is more than didactic lectures. Objective: To introduce innovative teaching technique & assess satisfaction of students. Results: Total 150 students participated in the seminar. Out of students participated, 91% were satisfied with this teaching technique. 89% students agreed that it assisted their learning and 88% students agreed that it stimulated their thinking process. Conclusion: Participatory tutorial is one of the form of interactive teaching method. Implementation of such method would be beneficial for students and would help them to understand the subject more interestingly. Keywords: Participatory tutorial, Innovative teaching technique, Student led seminars, Interactive learning.

APPLICATION OF COLLABORATIVE TEACHING METHOD IN GROUPS IN GEOGRAPHY SUBJECTS IN ETHNIC MINORITIES UNIVERSITY PREPARATORY SCHOOL

Using collaborative teaching method in groups in Geography subjects at Ethnic Minorities University Preparatory Schools not only promotes the positive, self-conscious, creative initiative of students, facilitates students’ participation, sharing experiences and learning ask each other to prepare employees for the assignment of cooperation in the community, through which, many social skills are formed and developed such as social communication skills, problem solving skills, reporting skills, collaborative skills...Applying collaborative teaching method in groups in teaching process, it is necessary to pay attention to a number of issues on the principles of application, organization and application procedures and measures to organize activities.This will be the basis for teachers to apply to practice teaching.

Effects of English and Yoruba interpreted biology picture label as an advanced organiser on students’ learning outcomes in senior secondary schools in Ife East local government area

The study assessed the effect of English and Yoruba interpreted biology picture labels as an advance organiser on the achievement of senior secondary school biology students in Ile-Ife. It also investigated the effect of the labels on students’ attitude toward biology. The study adopted the non-equivalent pre-test-post-test control group research design. The population for the study consisted of senior secondary school students in Ife-East Local Government Area of Osun state. The study sample comprised 128 senior secondary school II biology students in three intact classes selected using simple random sampling technique. The three classes were randomly assigned to two experimental and one control group, namely: Picture labels in English advance organiser group, picture labels interpreted into Yoruba advance organiser group and the conventional teaching method group. Two research instruments were used for the study, namely: Students’ achievement test in biology and students’ attitudinal questionnaire. Data were analysed using analysis of covariance. The results of the study revealed that there was a significant effect in the achievement of students in the experimental and control groups. There was also a significant effect in the attitude of students in experimental and control groups, with Yoruba interpreted picture labels having a better effect on the learning outcomes of biology students than picture labels in English and the conventional teaching method. The study concluded that picture labels interpreted into Yoruba as advance organiser was a better strategy in improving students’ learning outcomes in biology.Keywords: Achievement; advance organiser; attitude; picture; Yoruba language

STRUCTURING INTERDISCIPLINARY LEARNING USING TBL THROUGH PBL IN CARDIOVASCULAR DISEASES CASE UNIVERSITY OF ALGIERS

The study aims to show how can add a wide dimension to interdisciplinary learning using team-based learning (TBL) through problem-based learning (PBL) and facilitate the process of integration for cardiovascular disease (CVD) courses. However, the use of team-based learning through PBL as a pedagogical strategy also served to deepen learners’ understanding of CVD use real world problems in an undergraduate course of CVD. There were (60) preventive medicine learners who were selected and randomly divided into 2 groups: group 1 (n=30) with traditional teaching method and experimental group 2 (n=30) with team-based learning through PBL teaching methodology. The results of questionnaire showed that more than (90%) of experimental group learners thought team-based learning through PBL teaching approach could help to improve learning interest, independent thinking, and team collaboration. The most of learners had a positive attitude towards using team-based learning through PBL. To further their explanation of a topic or problem that needs two or more disciplines to solve problems related to risk factors of CVD. Learners combine, determine and develop information, concepts, methodologies and procedures from two or more disciplines to obtain deep knowledge, interpretation, abilities, and very often also to diagnose or solve real world problems. The perceptions of the university members for introduction of interdisciplinary learning using team-based learning through PBL at University of medicine Algiers were positive and encouraging. However, more workshops, online learning and virtual presentations emphasizing more on practical demonstrations were the felt need for successful structure of interdisciplinary learning.

A comparative study of two small group teaching methods - tutorials and seminar - as a supplement to lecture classes for 1st year MBBS students

Background: Medical schools in India are changing their educational programs and teaching strategies to ensure that students have active responsibility for their learning process and are prepared for lifelong, self-directed learning. Small group teaching (SGT) is one such tool which helps to make learning process student-centered. In this study, we have assessed the effectiveness of SGTs as a supplement to didactic lecture (DL). Objective: The objective of the study was to compare the effectiveness of tutorials versus seminar as a supplement to lecture class. Materials and Methods: In Department of Physiology, SVIMS, Sri Padmavathi Medical College for Women, a DL class on a topic was taken for 150 1st year MBBS students which were followed by tutorials for one half of students and seminar for other half of students on the same topic. It was done for two topics. An assessment was done each at the end of DL, tutorials, and seminar. Students were also asked to fill a feedback questionnaire about the SGTs on a Likert scale. Results: Tutorials showed statistically significant increase in scores in both the topics (6.955 ± 1.83, P = –0.012 and 6.65 ± 1.78, P = 0.006) whereas seminar showed statistically significant increase in only the first topic as compared to DL (6.84 ± 1.77, P = 0.013 and 6.27 ± 2.09, P = 0.25). There was no significant difference in scores between tutorials and seminar. Likert scale showed positive feedback about SGTs and students wanted more such sessions. Conclusions: Since there was a positive response from students regarding SGTs as a supplement to DL, we would like to adopt a mixed approach with SGT as a component of the overall course to ensure knowledge acquisition and retention by the students.

Role of various small group teaching methods in enhancing learning among medical undergraduate students - A comparative study

Background: Small group teaching (SGT) has grown in popularity in medical education as it offers a dynamic setting for learning and it is also learner centered. Aim and Objectives: The aim of the study was (1) to compare the effectiveness of various SGT methods in enhancing students learning and (2) to assess the students perception on different small group learning methods. Materials and Methods: Sixty second year MBBS students who gave informed consent were divided randomly into five small groups of 12 each namely buzz groups, fishbowl structure, crossover group, circular group, and horseshoe group. The individual facilitator was priorly trained and assigned to each group to discuss the given clinical scenario and motivate them. Pre- and post-assessments were done based on multiple-choice questions. Students perception on different small group learning methods was evaluated based on five-point Likert scale. Data analyzed in SPSS software version 23 using paired t-test and ANOVA with Scheffe (post hoc). Results: There was a significant difference in pretest and post-test mean scores in each group (P < 0.01) and also in the mean gain between the groups (P < 0.01). Gain in performance in post-test was high in circular group (4.08) followed by fishbowl (3.50) and crossover (3.50). Small group tutorial teaching was agreed on by students and the faculties as more effective. About 88% in horseshoe, 85% in fishbowl reported that their technique improved their confidence level. About 93% of buzz group and 82% of horseshoe group students were able to identify their competency gaps. Conclusion: Case scenarios should be included in all teaching-learning sessions to help to generate interest. Future avenues for research analysis of different SGTs and student-teacher perceptions across the educational continuum including undergraduate, postgraduate, and continuing professional education can be initiated.

Learning style preference-based lecture: A novel large group teaching method in medical education

Background: There are four primary types of learners: Visual, auditory, reading/writing, and kinesthetic (VARK). However, a traditional didactic lecture (TDL) used in medical education does not take into account these learning style preferences (LSPs). Many a times faculty may use a teaching method which does not correspond to the preferred learning style of the majority of the students in the class and hence, students with a particular learning need may be at the losing end. Aims and Objectives: This study was planned to develop and evaluate a learning style preference based lecture (LBL) as a large group teaching method. Objectives were to compare students’ performance after TDL and LBL and to know their perception about an LBL. Materials and Methods: A total of 149 1st-year medical students were participated in this study. Their LSPs were determined by the VARK questionnaire. Then, students were divided into two groups (75 each) based on their marks in the first mid-term exam by systematic random sampling. One group was taught a core topic from physiology by an LBL and the other group by a TDL. Students’ performance was assessed by pre- and post-test and their perception by a pre-validated questionnaire. Results: Students’ performance significantly improved after an LBL as compared to the TDL. Majority of the students found LBL interesting, engaging, motivating, and better for understanding, and preferred LBL as teaching method over TDL. Conclusion: LBL is more effective and well-accepted teaching method than a TDL for large group teaching in medical education.

PENERAPAN METODE PEER GROUP TEACHING DALAM PROSES PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (PAI) UNTUK MENINGKATKAN HASIL BELAJAR SISWA

The development of quality education in the teaching and learning process must be able to choose and apply various approaches and methods to improve student learning achievement. The quality of learning achievement of students in Islamic Education (PAI) subjects with scores below the KKM (Not Complete) reaches 70%. Even though the minimum completeness criteria (KKM) of PAI subjects in class VIII 2 of Kuantan Hilir 1 Junior High School are 77. Therefore, this study was tried to deal with the problem of low student learning outcomes. One method that can be applied is the Peer Group Teaching method. The Peer Group Teaching method provides an opportunity for students who have completed learning to provide assistance to their peers, so they will not be awkward to ask if something is unclear.&lt;p&gt; The purpose of this study were: (1) to determine the application of the Peer Group Teaching method in PAI Subjects in Class VIII 2 of Kuantan Hilir 1 Junior High School, (2) to find out the application of the Peer Group Teaching method to improve results student learning in PAI learning in class VIII 2 of Kuantan Hilir 1 Junior High School.&lt;/p&gt;&lt;p&gt; This study uses a Classroom Action Research (CAR) design of 3 cycles, namely pre-cycle, Cycle I and Cycle II. Each cycle consists of one meeting and four stages, namely: (1) action planning stage; (2) the stage of implementation of the action; (3) observation stage; (4) Analysis and reflection stages. The target of this study was class VIII 2 of Kuantan Hilir 1 Junior High School. Meanwhile, the data obtained in the form of the results of competency test and observation of group learning activities.&lt;/p&gt;&lt;p&gt; From the results of research data analysis, PAI learning with the use of the Peer Group Teaching method (peer tutoring) can improve student learning outcomes. This is evident from 30 students, 26 students (87%) have reached the specified KKM, 77, although there are 4 (13%) students who have not achieved individual completeness. But this has exceeded the set of success indicators as many as 80% of students reach KKM (Completed).&lt;/p&gt;&lt;p&gt; However, it seems that further efforts are still needed in empowering student learning outcomes in the school. The teacher is expected to deliver material not only with oral and monotonous information but also by using various learning methods. In addition, it is expected that this learning model can be used as one of the PAI learning alternatives because with this method students become more active in thinking and doing during teaching and learning activities.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;&lt;em&gt;Keywords&lt;/em&gt;&lt;/strong&gt;&lt;em&gt;: Peer Group Teaching Method&lt;/em&gt;&lt;em&gt;;&lt;/em&gt;&lt;em&gt; Learning Outcomes&lt;/em&gt;&lt;em&gt;;&lt;/em&gt;&lt;em&gt; Islamic Education&lt;/em&gt;&lt;/p&gt;

ANALYSIS OF FARMERS’ PERCEPTION OF RECOMMENDED EXTENSION PACKAGES ON SELECTED CROPS IN YOBE STATE, NIGERIA

The study analyses farmers’ perception of recommended extension packages on selected crops in Yobe State, Nigeria. Multistage random sampling technique was used to select 230 respondents for the study. Structured questionnaire were used to elicit information from the respondents. Data obtained were analyzed using descriptive statistics and multiple regression analysis. The respondents were within the mean age of 36 years, with the mean house hold size of 5 persons. The respondents had the mean farm size of 2 ha and the mean farming experience of 16 years. Majority (87.0%) of the respondents were male. Majority (48.5%) of the respondents in the study area were contacted and taught by extension agents based on group teaching method. Majority (56.1%) of the farmers expressed opinions that administrations of agricultural extension activities in the study area were either very effective or effective. Most (71%) on average of the respondents used the nine (9) improved farm practices introduced to them frequently. Most (82.6%), (90.9%) and (80.9%) of the respondents had increase in yield of sorghum, millet and cowpea, respectively. Majority (40.0%) of the respondents in the study area had participated in project meeting and field days and majority (56.1%) of the respondents were visited once a month by the extension agent. The result of multiple regression analysis showed that variables such as farmers’ age, farm size, level of education, visit by extension personnel, participation in project activities, farming experience and household size were positive and significantly influence the level adoption to extension recommendations at ( p&lt;0.05, p&lt;0.05, p&lt;0.001, p&lt;0.001, p&lt;0.001, p&lt;0.001 and p&lt;0.01), respectively. Majority (61.8%) of the respondents discovered that lack of necessary inputs were the most serious problems responsible for some farmers in the study area not adopting the improved farm practice introduced to them. The study, therefore, concludes that agricultural extension activities were found effective in the study area and the adoption of improved farm practices introduced to the farmers by the agricultural extension agents led to increase in sorghum, millet, and cowpea productivity in the study area. Based on this study, it was recommended that, Government should provide the farm inputs to farmers at subsidized prices and at the right time.

Summative assessment of general education secondary school pupils’ performance outcomes of their foreign language project-based learning

In recent Ukrainian state documents on general secondary school educational policy, there was stated the shift from traditional learning technologies to developmental, pupil-centered educational technologies that raise the responsibility of pupils for their learning outcomes. Thus, in the draft state standard of primary general education (2017), project-based learning (PBL) is determined as one of the key educational strategies which build pupils’ cross-cutting skills. PBL involves the use of creative, problem-based, research, group, interactive, presentational, reflective, and other teaching methods, and hence, can provide the formation and development of pupils’ 21st century skills. Unfortunately, the practical experience of PBL in Ukrainian general secondary and higher education institutions today demonstrates limitations of the traditional grading system of pupils’ and students’ performance. In view of this, there is a high necessity to create and implement a new assessment framework that would allow pupils to become really active participants not only in the process of foreign language PBL, but also in evaluating their performance outcomes. It should be a system of assessment that would really involve pupils in evaluation activities, form their self and peer assessment skills. Teachers, in their turn, should pay more attention, first of all, to the process of forming learners’ foreign language personalities which cannot be merely graded. Thе aim of this article is to substantiate the methodological relevance of PBL to the present requirements of the Ukrainian educational system to implement a pupil-centered education at secondary schools. Also, another purpose of this work is to give an overall description of summative assessment of pupils’ performance outcomes of their foreign language PBL. To achieve the purposes stated, there were used such theoretical research methods as scrutiny, analysis, selection, comparison of certain aspects, features, characteristics, and phenomena of the issue under consideration, induction and deduction, generalization, systematization, etc. Thus, the issue of summative assessment of pupils’ foreign language PBL outcomes was considered in this article. The functions, forms, subjects, objects, criteria, instruments, and tools of summative assessment of pupils’ performance outcomes of their foreign language PBL were outlined. Several examples of the assessment instruments to evaluate different PBL assessment objects were given. The prospects of further research studies are concerned with implementing foreign language PBL in Ukrainian general education secondary schools, publishing foreign language PBL course books for pupils, and creating an appropriate PBL performance assessment framework. In this regard, mastering foreign language PBL by Ukrainian teachers and methodological training of tertiary students majoring in foreign language teaching to apply PBL at general education secondary schools, seem to be the mounting questions nowadays.

Processors preference and effectiveness of extension teaching methods used by Raw Material Research Development Council for dissemination of shea butter processing technologies in Moro Local Government Area of Kwara State Nigeria

This study assessed shea butter processors preference and effectiveness of extension teaching methods used by Raw Material Research Development Council (RMRDC) for dissemination of improved processing technologies in Moro Local Government Area of Kwara state, Nigeria. Data were collected from 74 respondents selected through snow-ball sampling technique with a structured interview schedule and analysed using frequency count, percentages and means. The results show that all the processors were females between the ages of 31 and 50 years. About 70.3% of them were married whilst 52.7% had no formal education. Many of the processors had more than 11 years of experience in shea butter processing and were capable of making between ₦6,000 to ₦15,000 per month from sales of shea butter. The results also show that only group contact method was used for dissemination of improved processing technologies while group discussion was perceived to be very effective in acquiring skills hence it’s most preferred by the processors compared to other group teaching methods. It is therefore, suggested that individual and mass media contact methods be used along with the group contact method in teaching processors, as this will have the advantages of reaching different age and social groups, a situation that will make all groups access improved shea butter processing technologies. Keywords: Improved processing technologies, extension methods, shea butter, processors, Kwara State

Medical students' perceptions of small group teaching effectiveness in hybrid curriculum.

OBJECTIVES:The objective of this study was designed to investigate medical students’ perceptions of small group teaching effectiveness in a hybrid curriculum.MATERIALS AND METHODS:A cross-sectional, descriptive survey was conducted at the School of Medicine, The University of the West Indies, St. Augustine where we collected the data from 195 undergraduate students. A self-administered questionnaire consisting of 25 items was used to measure students’ perception on the effectiveness of problem-based learning (PBL) with regard to learning experience, teamwork, confidence, communication skills, and role of the tutor. Statistical analyses included mean and standard deviation for the description of each item; t-test to compare the mean scores for gender and class year, and one-way analysis of variance between groups for age group comparisons.RESULTS:The students overall perceptions of small group teaching effectiveness showed that the PBL sessions were beneficial to their learning process (mean: 3.63 ± 0.46). Students have positive perceptions toward small group effectiveness, particularly in learning experience (mean: 3.98 ± 0.63) and teamwork (mean: 3.67 ± 0.58). The mean scores, measuring teamwork, for 2nd year students was significantly higher than that for 1st year students (3.76 ± 0.55 and 3.55 ± 0.60 respectively, P = 013). A similar significant trend was observed between 2nd year and 1st year students on communication skills (3.48 ± 0.67 and 3.29 ± 0.55, respectively, P = 0.046).CONCLUSIONS:PBL is an effective small group teaching method for medical students. Faculty development and students’ training programs are required before implementing PBL.

Application of clinical pathway in clinical practice teaching of neurology

Objective To evaluate the teaching effects of applying clinical pathway in clinical practice teaching of neurology. Methods The undergraduate interns majoring in clinical medicine were randomly divided into clinical pathway teaching method group (n=34) and traditional teaching method group (n=34). Both groups were taught by senior physicians with the same teaching content and teaching material. A control study between the two groups in theoretical knowledge, operational skills and satisfaction degrees of teaching was carried out. Results The results of clinical pathway teaching method group in theoretical knowledge[(55.2±3.70) vs. (51.8±4.6)] and operational skills [(36.3±3.2) vs. (31.3±2.19)] were both sig-nificantly better than those of traditional teaching method group (P<0.05). The satisfaction degree of teach-ing of clinical pathway teaching method group is relatively higher. Conclusions The clinical pathway teaching method enhances the scientific property and systematic property of teaching contents, obtaining a favorable teaching effect. Key words: Clinical pathway; Neurology; Clinical practice

Problem-based learning in teaching chemistry: enthalpy changes in systems

BackgroundProblem-based learning (PBL) as a teaching strategy has recently become quite widespread in especially chemistry classes. Research has found that students, from elementary through college, have many alternative conceptions regarding enthalpy changes in systems. Although there are several studies focused on identifying student alternative conceptions and misunderstandings of this subject, studies on preventing the formation of these alternative conceptions are limited.PurposeThe aim of this study was to improve the learning achievements of students and to investigate the effects of PBL and thereby prevent the formation of alternative conceptions with respect to the teaching of the chemistry lesson, enthalpy changes in systems.SampleThe population of the study consisted of 41 students from 2 11th-grade high school classes in Izmir, Turkey.Design and methodsAs a pre- and post-test quasi-experimental design was used for the study, one of the two classes was randomly assigned as the experimental group, and the other was used as the control group. In teaching the subject, the developed material was taught by the same teacher who applied PBL in the experimental group and traditional teaching methods in the control group. At the end of the teaching units, a post-test was administered to determine the level of student learning and achievement.ResultsIt was concluded from the obtained results that the average success of the experimental group was significantly higher than that of the control group and that the experimental group had significantly fewer alternative conceptions, conceptual difficulties, and lack of knowledge than did the control group.ConclusionsPBL is an effective active learning approach that enhances achievement and prevents the formation of alternative conceptions, conceptual difficulties and lack of knowledge among 11th-grade students with respect to enthalpy changes in systems. The results suggest that if PBL were more widely applied in classes, students would acquire the skills necessary to be successful in life.

Jigsaw: A good student-centered method in medical education

Introduction: Today, student-centered methods must be used to train students with professional competency. One of the most valuable methods is Jigsaw (JT). Despite its various positive effects on studentsâ�� learning, not all teachers are familiar with Jigsaw. In order to familiarize teachers with this method and encourage them to use it in teaching their students, this article introduces Jigsaw, its types, its effects, and its applications as well.  Method: This is a review study evaluating the related articles using keywords such as Jigsaw Method, cooperative method and student- centered learning in Pub Med, ProQuest, Scopus, SID, and Magiran in 2004-2017. At first, 122 papers were found and finally 46 articles were examined. Results: JT is a cooperative teaching method in small groups and its stages include: activities before class by teacher (preparing written curricula and preparing test), activities during class (forming random home groups, providing the same course content to all groups, individual study at a particular time, forming JT groups and discussion on content at a particular time, returning to home groups, designating an administrator in each group, and providing content by any of the members of home groups to the other group members at a specific time), evaluating groups through multiple-choice tests. JT is a small group that has 4 types (I, II, III, and IV). The positive effects of JT include: an increase in motivation, enjoying learning, learning achievement, self-confidence, and self-esteem, refreshment of information, interest, and communication. Conclusion: This cooperative method can be used in different educational levels (primary school, high school, and university) as well as in different disciplines (Medicine, Nursing, Dentistry, Rehabilitation, Midwifery, Pharmacy, Medicine, Education, English, Social Sciences, Chemistry, Islamic Education, Physics, and Mathematics. This cooperative method is recommended to teachers in different courses to improve various aspects of students' intelligence such as critical thinking, problem solving, achievement, self esteem, self confidence, and interest for learning. Â

E-LEARNING SEBAGAI EVOLUSI PROSES PEMBELAJARAN DI ERA MASYARAKAT INFORMASI

&lt;p&gt;&lt;em&gt;Education is a important thing in a human civilization history. The progress of a civilization is mostly determined by education as a main factor. Throughout the history of human civilization, there were so many learning methods has been invented such as discussion method, discourse method, group teaching, and technology-supported learning method. The fast development of Information and Communication Technology (ICT) in the era of information society has facilitated all of knowledge seekersnowdays to learn something better and better.E-Learning as a implementation of ICT in education domain takes the role as a education media which provide education content so that the students are able to access it times infinity.&lt;/em&gt;&lt;/p&gt;

Considering a New Approach of Teaching in University of Lagos: Perception of Final Year Medical and Dental Students

Background: Case-based learning (CBL) is often a small group teaching method used to stimulate and underpin the acquisition of knowledge, skills and attitudes through active involvement of the students. It is now promoted in many universities because it teaches important concepts and facts within the context of authentic or real-world situations. Objectives: The objective of this study was to assess the perception of final year medical students to a proposed new teaching method (CBL) in the College of Medicine of the University of Lagos (CMUL), Lagos, Nigeria. Methods: A total of 45 final year medical (34, 75.6%) and dental (11, 24.4%) students of the CMUL participated in this survey. They were taken through two cases using CBL coordinated by two different facilitators. Each teaching session took about 45 min.; thereafter they were required to complete a pre-tested self-administered questionnaire which collected information on socio- demographic characteristics, perception of the proposed new teaching method (CBL) and comparison with previous experiences of being taught with the traditional method (TM). The data were then collated and analysed using Microsoft Excel 2010. Results: Most (29, 64.5%) of the participants were less than 25 years with a male to female ratio of 1:1. All the participants agreed that CBL fosters student-teacher interaction. The majority of the students agreed that CBL effectively fulfilled learning objectives (44, 97.8%), promoted student participation (44, 97.8%), encouraged teamwork (42, 93.3%), was relevant to their current level of study (42, 93.3%) and their future practice (42, 93.3%), and is likely to promote acquisition of knowledge (41, 91.2%) while only 35 (77.7%) felt it stimulated them to look forward to next class. All the participants opined that CBL is more interesting, makes learning fun, student-centred, encourages team work and is a better way of developing their critical reasoning skills. The TM of teaching was perceived by 30% of the participant as providing better factual knowledge on the subject matter. Three-quarters of the participants welcome the use of CBL for teaching in the CMUL. Conclusion: The majority of the final year medical and dental students of the University of Lagos found CBL to be beneficial in all the assessed parameters and overwhelmingly approved the use of CBL in the CMUL.

The Effect of Peer Assisted Learning on Medical Students’ Learning in a Limbs Anatomy Course

Introduction: Peer assisted learning (PAL) is the expansion of knowledge and abilities through active assistance and guidance among groups of people who are not trained teachers, but still assist and support one another’s learning. The aim of this study was evaluation of PAL in teaching skills and learning limb anatomy for medical students. Methods: In this quasi-experimental study, students entering Yasuj University of Medical Sciences (YUMS) in academic year 2012-13 were allocated to two equal groups of 28 participants, with PAL as the intervention group and conventional teaching methods as the comparison group at the beginning of the fourth week of the course. The course content for the PAL group was divided into seven roughly equal parts, the duties of students were determined and the time table was the same for two groups. Formative exams from each topic and summative exams about upper and lower limb anatomy were given. Abilities and skills of peer teachers were assessed by a researcher-made questionnaire through peer assessment. Data was analyzed using a paired t-test. Results: The mean scores of the PAL intervention group showed a significant statistical increase on seven out of ninth formative exams in relation to the comparison group (P<0.05). The mean differences (confidence interval) of the nine formative exams were (-.25, -1.98, 1.48), (-.59, -1.66, 1.43), (-1.75, -3.46, -.04), (-1.99, -3.14, -.86), (-1.61, -1.98, -1.48), (-2.04, -3.66, -.43), (-1.75, -3.46, -.039), (-1.89, -3.14, -.93) and (-1.62, -2.84, -.41), respectively. Scores on both summative exams in the PAL group indicated statistically significant differences compared to those of the comparison group (P<0.05). Mean differences and CI of multiple choice, naming pictures and short answer questions of the midterm exam were (-1.46, -2.52, -.4), (-1.52, -2.2, -.01) and (-1.1, -2.57, -.42), respectively, and for the final exam they were (-1.21, -2.59, -.4), (-1.68, -2.65, -.47) and (-1.09, -2.2, -.01), respectively. Descriptive statistics showed that the abilities and skills of peer teachers in gradually improved in the majority of areas improved. Conclusion: The mean scores of PAL group were higher than those of the comparison group. Since learning in this method occurs through debate and discussion and acquisition of skills and communication grew in students, it could be an accountable approach.

TBL教学模式在神经病学教学中的应用探讨

目的：探讨基于团队学习(Team-Based Learning, TBL)和基于问题学习(Problem-Based Learning, PBL)教学在医学生神经病学教学中的应用。方法：选取2015年9月至2016年1月期间学习的郑州大学医学院七年制临床医学专业278名学生，作为研究对象进行小范围教学试点实验。将278名学生随机分为三组(TBL组、PBL组、对照组)，TBL组使用TBL教学授课，PBL组使用PBL教学授课，对照组使用传统多媒体授课法，学期结束对278名学生进行教学问卷调查和神经病学科理论知识考核，比较各组的教学效果。结果：课题组共发放并收回合格调查问卷253份，统计学分析显示问卷中在“提高学习的兴趣度、加深对理论知识的理解、提高分析问题和协作能力”等项目上，TBL组评分 > PBL组评分 > 对照组评分(P PBL组平均分 > 对照组平均分(P 对照组最高分(P < 0.05)。结论：TBL教学模式和PBL教学模式发挥的教学效果均优于传统教学模式，且TBL教学模式优于PBL教学模式。医学生对TBL教学模式的接受度较高，TBL教学模式是值得推广的一种教学模式。 Objective: To analyze the effect of Team-Based Learning (TBL) and Problem-Based Learning (PBL) methods on medical students’ neurology teaching. Methods: 278 seven-year program students majoring in clinical medicine in the medical college of Zhengzhou University were recruited as the subjects of small-scale experiment teaching from Sep. 2015 to Jan. 2016. All students were randomly distributed into three groups, which were TBL teaching method group, PBL teaching method group and control group with traditional multimedia teaching. At the end of semester we asked them to do a questionnaire survey and assessment of the theoretical knowledge to compare teaching effects. Results: The qualified questionnaires were 253, the statistical analysis showed that the TBL teaching method and the PBL teaching method had inspired student’s learning interest, deepened their understanding of theoretical knowledge and increased their ability of problem-solving and cooperation, especially the TBL teaching method (P < 0.05). The qualified test papers were 271, the statistical analysis showed that students in the TBL teaching method group and the PBL teaching method group had higher average score (P < 0.05) and top score(P < 0.05), especially in TBL group (P < 0.05). Conclusion: The effect of TBL teaching method and PBL teaching method are better than that of traditional multimedia teaching, and TBL teaching method is better than PBL teaching method. And medical students give a high acceptability to TBL teaching method and PBL teaching method, especially TBL teaching method, so TBL teaching method should be popularized.