Teaching-learning Methods Research Articles

Teaching-Learning Methods and Materials: Indispensable in Achievement of Educational Goals

Teaching-Learning Methods and Materials: Indispensable in Achievement of Educational Goals

회계전공자의 플립러닝(Flipped Learning) 학습 효과에 관한 연구

[Purpose] It is a study to analyze whether the flipped learning teaching method, which is a student－centered active learning method, is effective. The purpose of this study is to analyze whether an active self－directed flipped learning teaching method for students has a learning effect on accounting majors in the existing teaching－oriented passive lectures. [Methodology] In fact, the learning effect of learners on flipped learning classes of students who took flipped learning classes for a semester was empirically analyzed through a survey. [Findings] As a result of empirical analysis, first, in order to determine the reliability of the population of the questionnaire, most of the Cronbach’s alpha values were 0.7 or higher, indicating high reliability. Second, as a result of univariate empirical analysis of learners’ satisfaction with flipped learning classes, it was found that time convenience (TC), locational convenience (LC), cognitive convenience (CC), and empathetic convenience (EC) all had a significant positive (＋) effect. Third, as a result of multivariate empirical analysis, learners’ satisfaction with flipped learning classes was found to have a significant positive (＋) effect on locational convenience (LC), cognitive convenience (CC), and empathetic convenience (EC). [Implications] Considering the characteristics of accounting majors, research on learners’ satisfaction through flipped learning classes is expected to serve as an opportunity for future accounting major classes to develop into various online teaching methods that can increase learners’ self－directed satisfaction rather than cramming education.

Application of Seminar Teaching Method Combined with Case-Based Learning and Problem-Based Learning Teaching Models in Oral Clinical Nursing Teaching

Purpose: To analyze the role of the seminar teaching method + case-based learning (CBL) teaching method + problem-based learning (PBL) teaching method in oral clinical nursing teaching. Methods: 13 undergraduate nursing students who entered the department from September 2020 to September 2021 were selected as the control group, adopting conventional nursing teaching methods; 13 undergraduate nursing students who entered the department from September 2021 to August 2022 were selected as the observation group, adopting the seminar + CBL + PBL teaching method. The teaching effects were compared between the two groups. Results: All assessment scores of the observation group were higher than those of the control group; all teaching satisfaction levels were higher than those of the control group (P < 0.05). Conclusion: Adopting the seminar + CBL + PBL teaching method during oral clinical nursing teaching can improve nursing students’ assessment scores, strengthen their core competencies, and enhance teaching satisfaction.

Effectiveness of Problem-Based Learning and Case-Based Learning Teaching Methodology in Vascular Surgery Internship

Objective: To investigate the practical effect of problem-based learning (PBL) combined with case-based learning (CBL) teaching method used in the teaching of vascular surgery internship. Methods: 60 clinical medical graduates who interned in vascular surgery in our hospital from June 2022 to June 2023 were divided into the control group and the observation group of 30 each by applying the random number division method. The control group adopted the traditional lecture mode, and the observation group adopted the comprehensive teaching mode of PBL + CBL teaching method. The indicators of students’ job competence and teaching satisfaction scores in the two groups were compared. Results: The scores of students’ job competence in basic theoretical knowledge of vascular surgery, basic operation, clinical analysis, medical records writing, etc. in the observation group were higher than those in the control group, and the scores of satisfaction with teaching method were higher than those in the control group, with statistically significant differences (P < 0.01). Conclusion: PBL + CBL teaching method used in vascular surgery internship teaching is effective and can significantly improve the students’ basic theoretical knowledge and clinical practice skills, with a high satisfaction rating, thus it is worthwhile to promote the application in the field of clinical teaching.

Research and Discussion on Flipped Classroom Combined with Case-Based Learning in Pharmacoeconomics Teaching

Objective: To explore the application effect of flipped classroom combined with case-based learning teaching methods in pharmacoeconomics teaching. Methods: The students majoring in clinical pharmacy in 2019 were selected as the study subjects, and the cost-effectiveness analysis of different dosage forms of Yinzhihuang in the treatment of neonatal jaundice was selected as the teaching case. The flipped classroom combined with case-based learning teaching method was used to carry out theoretical teaching to the students. After the course, questionnaires were distributed through the Sojump platform to evaluate the teaching effect. Results: The results of the questionnaire showed that 85.71% of the students believed that the flipped classroom combined with case-based learning teaching method was helpful in mobilizing the learning enthusiasm and initiative, and improving the comprehensive application ability of the knowledge of pharmacoeconomics. 92.86% of the students think that it is conducive to the understanding and memorization of learning content, as well as the cultivation of teamwork, communication, etc. Conclusion: Flipped classroom combined with case-based learning teaching method can improve students’ knowledge mastery, thinking skills, and practical application skills, as well as optimize and improve teachers’ teaching levels.

The application of interdisciplinary and cross-grade learning teaching method in stomatology course.

The first purpose of this project was to determine whether an interdisciplinary and cross-grade teaching model impacts students' learning enthusiasm and their views on this teaching method. The second purpose was to determine whether the model positively impacted students' theoretical course exam scores. We recruited 203 pre-clinical undergraduate dental students, including 104 third- and 99 fourth-grade students. The study was conducted in experimental classes for the "Dental Materials" course in the third-grade program (focusing on cement material mixing techniques) and the "Endodontics Practice" course in the fourth-grade program (focusing on the preparation and filling of Class II cavities). The interventions were implemented before, during, and after the class. We assessed students' attitudes toward this teaching method and changes in their course scores. The survey questionnaire assessed the students' levels of learning enthusiasm, professional competence, and classroom effectiveness, all of which demonstrated significant improvement. The average scores for lab operations, quizzes, and usual performance exhibited a substantial increase (p<0.001). The average score of the final examination increased from 75.61 to 78.17 (p=0.008). Significant enhancement in students' learning attitudes, course scores, collaborative abilities, and innovation capacities were observed following the interdisciplinary and cross-grade teaching method. Furthermore, the overall classroom efficiency improved. This teaching method can expand the scope of future research.

CREATIVITY IN PROJECT MANAGEMENT TEACHING: THE EVIDENCE FROM SYSTEMATIC LITERATURE REVIEW

This paper presents a systematic literature review of the empirical studies on project management teaching in higher education, examining to what extent teaching methods are oriented towards creativity. The systematic review is based on an analysis of relevant papers published between 1983 and 2019 and extracted from the electronic the ProQuest database and International Journal of Project Management. Literature suggests diverse benefits creativity can bring about to project environment including communication, conflict management, goal setting, and addressing increasing complexity of projectification impacted environment. However, the systematic review revealed that creativity is virtually not addressed at all in teaching of project management in higher education, even though overall diverse teaching methods and learning methods are used in the education of future project managers.

Perceptions on Medical Professionalism Among Future Healthcare Professionals: A Mixed Method Study.

Background Accreditation councils across the world constantly examine policies and practices in professionalism in their medical curriculum. The National Medical Commission (NMC) in India has recognized the pressing need to reform and include professionalism in its undergraduate curriculum. Objectives The objective of this study was to explore the perspectives of medical and nursing students on professional behavior, suitable teaching-learning methods, and assessment strategies for curriculum integration. Methodology The study utilized a concurrent triangulation mixed method design, collecting both qualitative and quantitative data simultaneously to gain a comprehensive understanding of medical and nursing students' perceptions of professionalism. It included 83 final-year undergraduate medical students and 42 final-year undergraduate nursing students. The approval of the Institutional Review Board of Meenakshi Medical College Hospital & Research Institute was obtained. A semi-structured questionnaire consisting of demographic characteristicsand opinions regarding academic professional behavior, teaching-learning, and evaluation of professionalism was used. Perceptions regarding the meaning of professionalism, behavior of professionalism to be emphasized in teaching, and pressing challenges of professionalism were explored. Students were also asked to rank the best behavior associated with professionalism. Frequency and percentages were used for descriptive statistics. Means and standard deviations were calculated for continuous variables. An unpaired t-test was used to determine a statistically significant difference between the means in the two groups. The quantitative data was analyzed with R programming and content analysis was performed for the qualitative data using ATLAS.ti qualitative data analysis software. Results Unexplained/unauthorized absence from academic activities (2.39 ± 1.553), not following the timeline (2.41 ± 1.560), making fun of patients and peers (2.16 ± 1.619), cheating in the exams (2.37 ± 1.651), and inebriation (2.39 ± 1.666) were unacceptable behaviors by undergraduate medical students compared with nursing students. Clinical experience (1.54 ± 0.857) and role models (1.74 ± 0.935) were the highly acceptable methods of teaching professionalism and interprofessional interactions (1.58 ± 0.650) and awards (1.98 ± 1.100) were the most common suggestions to improve the course curriculum by both groups. Community/field activity (1.78 ± 0.860) and clinical examination (1.89 ±1.123) were the most preferred methods of evaluation of professionalism. According to the students, dedication, honesty, respect, and self-improvement were identified as the best behaviors associated with professionalism. Conclusions The study revealed that students had a wide range of perspectives about professionalism. Different unprofessional acts were acceptable to students. The causes of these perspectives need to be explored and resolved to promote professionalism. Students identified the need for strong positive role models and frequent clinical experiences, along with improved interprofessional interactions and awards to improve teaching and learning professionalism. Community/field activity was the preferred assessment method proposed by the students. Medical institutions must promote these components in curriculum, faculty development, and clinical settings to foster the development of professionalism among students.

Biomedical science students’ perception of the use of role-play in learning stress and anger management skills

Introduction: People skills play a crucial role in the professional development of Biomedical Scientists. A laboratory management and professional practice module was offered as part of the people skills development for Biomedical Science first-year students. This study aims to describe the use of role-play to teach stress and anger management skills to Biomedical Science students and reports on students' opinions of role-play as a teaching-learning method. Methods: Students were divided into groups with 10 or 11 students per group. Each group of students presented a role-play for 15 to 20 min. This was followed by reflections by the group, feedback from other groups, and the facilitators. At the end of the session, student feedback was taken by a questionnaire using both closed (using a 5‑point Likert scale) and open‑ended questions. Statistical evaluation of the collected data was carried out using SPSS version 28 for Windows. Results: A total of 96 students from the 2021 and 2022 cohorts participated in the role-plays. The survey was completed by 48 students from the 2021 intake and 33 students from the 2022 intake. The overall response rate was 84.37%. Respondents perceived role-play to be enjoyable, useful, and helpful for developing stress and anger management skills. They wanted role-play to be used as a teaching-learning method in the future. Conclusions: Role-play can be effective to teach stress and anger management skills to undergraduate Biomedical Science first-year students. Keywords: Role-Plays, Stress and Anger Management Skills, Biomedical Science, Professional, Questionnaire, Feedback; Undergraduate

From Likes to Saving Lives: Embracing Social Media’s Power to Connect, Learn, and Innovate in Medical Education Delivery

ABSTRACT Social media have become an integral part of human life, because the manner in which we communicate, share information, and network with the external world is changing significantly. The purpose of the current review is to explore the role of social media in transforming medical education, identify the merits and the potential concerns, and propose effective strategies to overcome the identified challenges. Social media have significant potential in strengthening the delivery of medical education and meeting the scenarios emerging out of changing dynamics. The most important aspect of social media is that they have global reach and wide accessibility, and promotes active engagement of students. Similar to any other teaching–learning method, even the use of social media has its own limitations-cum-concerns. We must come out with potential solutions to each one of these problems so that overall acceptance and utilization of social media applications can be optimized. In conclusion, social media in medical education have immense potential to revolutionize learning and provide a platform for collaborative learning and networking. The need of the hour is to do systematic planning, train stakeholders, and establish guidelines for promoting effective engagement while using social media, and thereby keeping pace with the rapidly evolving healthcare landscape.

Transforming Medical Training Through Online Case-Based Learning: Brief Review

ABSTRACT Online case-based learning (CBL) is a pedagogical approach that employs the use of digital platforms and virtual environments to discuss clinical cases with undergraduate medical students. The purpose of the current review is to explore the scope and merits of online case-based learning, development of a plan for designing and implementing online CBL sessions in a medical college for undergraduate medical students. This happens to be an innovative approach as students get an opportunity to discuss and analyze clinical cases by practically applying their theoretical knowledge to clinical practice. Like any teaching–learning method, the effectiveness of online CBL sessions also depends on the efforts taken by educators in the planning stage. As these sessions will be conducted online, the most important consideration is to ensure that students have access to the required technology. As we all know, assessment drives learning, there is a definite need to supplement teaching–learning activities in online CBL sessions with suitable formative assessments. In conclusion, online CBL is an effective pedagogical approach to promote discussion on interesting clinical cases using flexible online platforms. Considering the merits of the method and the fact that technology has become an integral part of medical education delivery, every medical institute must explore its infrastructure to systematically introduce online CBL within the medical curriculum.

Detecting Areas of Improvement in Secondary Education: Listening to Management Teams and Teachers

The general aim of this research study is to detect needs and possible areas of improvement in the Basque education system. To this end, this paper describes and compares the discourses of different informants, using a qualitative methodology based on a census sample of secondary schools and students in the Autonomous Community of the Basque Country (ACBC). Although our research is located in a specific geographical and cultural context, the detailed contextualisation of the study may shed light on an international level and may be transferable to other contexts that come close to the characteristics described in this article. Thus, a total of 18 secondary schools from the ACBC were selected in accordance with their effectiveness level, calculated on the basis of the results obtained in the Diagnostic Assessments (DAs) across five years. Likewise, professionals involved in the study (18 inspectors, 18 management teams, and 50 educational agents) identified certain priority areas, such as teaching-learning methods, promoting diversity, fostering an evaluative culture and leadership, resource provision, stability of the teaching staff, relationships with families, and optimisation of constructive conflict resolution. This research can help to carry out other research on other education systems based on the dimensions analysed in this article, as they have been found to be a priority for educational agents.

A Study on the Effectiveness of Online Learning under Complex Dynamic System Theory

With the acceleration of informatization and the rapid development of Internet information and communication technology, mankind has gradually entered the "Internet +" era. The development of online media has led to continuous innovation in education methods, the speed of knowledge dissemination is increasing day by day, and the breadth of knowledge dissemination is also expanding. As an emerging learning model, online learning is a complete system consisting of teaching and learning, teaching content, learning habits and learning methods, platforms and approaches, and the management of learning resources. A systematic review method was utilized to examine the current state of online learning and make recommendations based on the theory of complex dynamic systems. The study discovered that online learning is complex and systematic, requiring the cooperation of many parties throughout the entire educational system; that it is dynamic and variable, necessitating that teachers update their teaching philosophies and methods for disseminating knowledge; and that its variation of online learning, advising that teachers use stratified teaching to increase students' autonomy and learning effectiveness.

Problem-based life situational issues exploration–Taking the learning effectiveness of artificial intelligence in natural sciences

This research focuses on problem-based learning (PBL) teaching methods and designs artificial intelligence (AI) in facial recognition systems, smart streetlights, and drone as teaching materials. To integrate teaching materials of life situation issues into the natural general curriculum and develop a learning perception questionnaire (LPQ) with validity and reliability to evaluate students’ perception of the curriculum. Based on a valid assessment tool, 56 college students were assessed on their learning of emerging technology contextual issues to evaluate their satisfaction, learning situation, and learning effectiveness. The results of the study are, as follows:&lt;br /&gt; (1) construct teaching materials for AI application in face recognition systems, street lights, and drone situations; (2) develop an LPQ with reliability and validity; (3) most students are satisfied with the integration of AI into PBL teaching; (4) most students believe that the integration of cross-domain learning in different subjects can help improve self-learning effectiveness and ensure continuous learning interest; and (5) many students agree that this course can improve learning outcomes. In the future, the focus will be on teaching practice, incorporating easy-to-use AI textbook content, and enhancing the opportunities for interactive learning; in addition, increasing the number of effective samples in the research to improve the depth of the experiment and the breadth of research.

Employing Escape Rooms in Medical Education to Deliver Engaging and Immersive Learning: Brief Review

ABSTRACT The conventional mode of medical education is delivered using didactic lectures, wherein teachers disseminate the desired information to a large number of students in a structured manner. The purpose of the current review is to explore the scope and need of escape rooms in medical education and identify the potential considerations to be acknowledged while designing an escape room in a medical college for training undergraduate medical students. Escape rooms in principle refer to the learning environments that are interactive and immersive, in the sense that students who are part of these rooms are posed with a puzzle or a challenge or a task that must be solved by them within a defined period of timeframe to eventually escape from the room, which is the ultimate goal of such sessions. The success of escape rooms is determined depending by the way it has been designed, in terms of their ability to engage the involved participants and promote collaboration. In conclusion, the employment of escape rooms in medical education is an innovative teaching–learning method to overcome the limitations of conventional strategies. Acknowledging the merits of escape rooms in the development of critical thinking and teamwork skills, it is the need of the hour that every medical institution must explore the possibility and introduce it within their settings to ensure experiential and long-term learning among medical students.

Cultural Competency Training of Medical Students among Trauma Patients: Training and Assessment Strategies

ABSTRACT In the field of health care, cultural competency refers to the ability of healthcare professionals to acknowledge, respect, and accordingly respond to the varied needs, beliefs, values, and practices followed by persons and the communities they serve. The purpose of the current review is to explore the role of cultural factors and trauma experience, and identify the strategies that can be employed to train and assess medical students in cultural competency pertaining to trauma patients. An extensive search of all materials related to the topic was carried out on the PubMed and Google Scholar search engines and a total of 21 articles were selected based on their suitability with the current review objectives. Cultural factors play a defining role in determining the experiences of trauma patients, and how these patients and family members perceive, cope, and recover from such traumatic events. To meet the diverse needs of the community, the medical curriculum has to be flexible and must include the component of cultural competency. Like any other domain, medical educators must plan for the assessment of cultural competencies while delivering trauma education, as it will provide insights into the readiness of the students to deliver culturally sensitive and effective care to trauma patients. In conclusion, the inclusion of cultural competency training within trauma care in the medical curriculum carries immense utility as it can help healthcare professionals to effectively communicate and respond to the varied needs of trauma patients, regardless of their cultural backgrounds. This calls for the adoption of a combination of teaching–learning methods and assessment methods by medical educators so that medical students can be empowered to deliver culturally sensitive medical care to trauma patients.

Training Undergraduate Medical Students in Shared Decision Making: A Systematic Review

ABSTRACT In the field of healthcare delivery, shared decision making (SDM) refers to a collaborative process, wherein both patients and the healthcare professionals mutually work to make informed and consensus decisions with reference to the kind of medical care that will be administered to patients. The purpose of the current review is to explore SDM in health care, ascertain the role of medical education, and identify the ways to train and assess undergraduate medical students in competencies pertaining to SDM. An extensive search of all materials related to the topic was carried out on the PubMed and Google Scholar search engines and a total of 29 articles were selected based on their suitability with the current review objectives and analyzed. Keywords used in the search include learning resources in the title alone only (viz. shared decision making [ti] AND patient [ti]; shared decision making [ti] AND medical education [ti]; shared decision making [ti] AND assessment [ti]; shared decision making [ti] AND self-assessment [ti]; shared decision making [ti]; shared decision making [ti]). In the domain of medical education, the promotion of SDM essentially will require a multipronged approach to enable its integration into the medical curriculum. However, we must remember that mere teaching–learning methods would not improve it unless they are supplemented with assessment methods, otherwise, we will fail to deliver sustained results. In conclusion, SDM in medical education and healthcare industry represents a transformative shift from the traditional paradigm to a patient-centered approach that empowers both patients and healthcare providers, including budding medical students. The need of the hour is to advocate and encourage structured integration of SDM in the medical curriculum and support the same with periodic assessments.

‘유아교육과정’ 교과목 수업 개선 실천

This study explored the student agency changes of prospective early childhood teachers revealed in the process of improving the ‘Early Childhood Education Curriculum’ subject at S University in the metropolitan area. The research participants were 56 students from the Department of Early Childhood Education at S University and one professor who is the researcher oneself for the purpose of improving the 'Early Childhood Education Curriculum' class, the early childhood education curriculum theory lectures, on-site field classes, and TBL(Team Based Learning) were used to provide education to children. Research materials include kindergarten visit reports, research participants' PPT for early childhood education program presentation and key summaries, learning portfolios, class improvement reflection sheets, and researchers' research notes. The data collected during the research process was categorized based on specific concepts and reclassified based on the research problem through inductive content analysis. Excitement was mainly showed when the exercise of student agency was executed and field visit to kindergartens, and unfamiliarity was expressed through TBL early childhood education program presentations and discussion classes and learning portfolio experiences. Second, after improving the ‘Early Childhood Education Curriculum’ class, it is said that students came to recognize themselves as learners who formed student agency at the intersection of reflection and practice. I found autonomy like a compass through TBL, and through kindergarten field-related classes, they found themselves as a valuable resource as a early childhood teacher who lacked understanding of the connection between early childhood education theory and practice. Based on this study, we hope to become a systematic turning point in teaching-learning methods for improving theoretical classes to train high-quality pre-service early childhood teachers.

The Variety of Undergraduate Medical Education Curricula: An Environmental Scan of Diverse Medical School Characteristics within Indones

An educational curriculum is a fundamental component of undergraduate medical education (UME) programmes, and its implementation may differ between medical schools due to multiple factors influencing curriculum development processes, such as medical schools’ characteristics, intended outcomes of educational programmes, resources, and cultures. Consequently, the quality of UME programmes and medical graduates may be affected. This study aimed to collect knowledge on the implementation of UME curricula in Indonesia, a country that has numerous medical schools with diverse characteristics. A nationwide environmental scan with cluster sampling was employed from December 2020 to May 2022. Data were collected from the dean or the staff of medical education units or other relevant stakeholders in medical schools on the curriculum approach, teachinglearning strategy, assessment system, and curriculum evaluation. Data collected were analysed using descriptive statistics and presented using frequency and percentage parameters. Out of 74 medical schools invited, 30 agreed to participate in this study. Most medical schools had established outcomebased UME while employing diverse curricular approaches within the SPICES (student-centred, problem-based, integrated, community-based, elective, and systematic) strategy. Variations were also observed in the teaching-learning processes and assessment systems used. Case-based discussions, lecture-based classes, skills laboratories, laboratory practice, and interprofessional learning were used as teaching-learning methods, while written/computer-based tests, objective structured clinical examinations (OSCEs), and other assessment methods were used to measure student competency. In their policy networks, medical schools involved numerous stakeholders and performed periodic curriculum evaluations using multiple well-established tools to ensure the quality of medical training and graduates. As various strategies of curriculum implementation were reported, it remains critical to establish productive UME curricula. Various potentials, resources, and opportunities in medical education must be optimised to maintain best-practice educational programmes.

ForeignLanguage Teaching Methods in Task-Based Learning

This article explores various aspects of task-based language teaching, a method of foreign language teaching. The current paper will analyze recent studies on task-based Teaching of a foreign language will be analyzed in a way, and its advantages and various manifestations. First, the nature of task-based language learning and its role in communication will be discussed. Later, the main characteristics of this method, the roles of teacher and student will be studied. Finally, the advantages and disadvantages of this method will be discussed. In traditional learning (grammar translation, listening-speaking) the language is taught to foreigners or second language learners in a group. In this case, the focus is on the language itself. Rather, it is not any information that language carries or how it is used. The teacher’s goal is to teach his students new vocabulary and grammatical rules of the language.