Preferred Teaching Research Articles

Knowledge, attitude and practice on screening and early diagnosis of prostate cancer of primary health care providers in the Free State.

Prostate cancer is topmost in terms of incidence and mortality among men in sub-Saharan Africa, including South Africa. Prostate cancer screening is beneficial only to certain categories of men, making a rational screening approach necessary. This study aimed to assess the knowledge, attitudes and practice (KAP) regarding prostate cancer screening among primary health care (PHC) providers in the Free State, South Africa. Selected district hospitals, local clinics and general practice rooms. This was a cross-sectional analytical survey. Participating nurses and community health workers (CHWs) were selected through stratified random sampling. All available medical doctors and clinical associates were approached to participate, totalling 548 participants. Relevant information was obtained from these PHC providers using self-administered questionnaires. Both descriptive and analytical statistics were computed using Statistical Analysis System (SAS) Version 9. A p-value 0.05 was considered significant. Most participants had poor knowledge (64.8%), neutral attitudes (58.6%) and poor practice (40.0%). Female PHC providers, lower cadre nurses and CHWs had lower mean knowledge scores. Not participating in prostate cancer-related continuing medical education was associated with poor knowledge (p 0.001), negative attitudes (p = 0.047) and poor practice (p 0.001). This study established appreciable KAP gaps relating to prostate cancer screening among PHC providers. Identified gaps should be addressed through the preferred teaching and learning strategies suggested by the participants.Contribution: This study establishes the need to address KAP gaps regarding prostate cancer screening among PHC providers; therefore necessitating the capacity-building roles of district family physicians.

Teaching approaches among nurse educators and preferred teaching methods among student nurses in southeast Nigeria: A cross-sectional study

Teaching approaches among nurse educators and preferred teaching methods among student nurses in southeast Nigeria: A cross-sectional study

Teaching approaches among nurse educators and preferred teaching methods among student nurses in southeast Nigeria: A cross-sectional study

This cross sectional study was aimed to identify the prevalent teaching approaches among nurse educators and preferred teaching methods among student nurses in south east Nigeria. Multistage sampling was used to randomly select eleven nursing education institutions in south east Nigeria. A self-administered questionnaire was used for data collection from 328 students and 178 nurse educators, Data was analysed using the Statistical Package for Social Science (SPSS) version 21. Hypotheses were tested using the Mann-Whitney U and Kruskal-Wallis tests at the 0.05 level of significance. The respondents were 85.0% female and 15.0% male educators, while the nursing students were 83.2% and 16.8% female and male, respectively. While brainstorming (96.6%) was the most commonly used method of teaching, there was 82.4% agreement with the enumerated approaches used by nurse educators. Regarding students and nurses, 87.3% preferred all the teaching methods used by the lecturers in the selected institutions in south east Nigeria, and the most appreciated was team based learning (95.4%). There was no significant relationship between the demographic variables of the nurse educators and the prevailing approaches. Similarly, there was no demographic influence on the student's preferences. There is a need for greater training to comprehend and effectively use the game method while teaching for the benefit of the students since, aside from the introduction of games during instruction, nurse educators demonstrate high proficiency in the use of other methods.

EFL Teachers’ Preference Teaching Styles: An Interpretative Study

Teaching style refers to teacher-student interaction, teachers' quality and behavior, classroom management, teaching media, planning subject matter, and teacher's action that affect the effectiveness of the teaching-learning process. Since there is still little research discussing EFL teaching styles in higher education, this study aims to find the EFL teachers' preferred teaching styles in one of Indonesia's universities. This study implemented a basic interpretative study with four EFL teachers as participants who have different teaching experiences. The study results showed that the participants act six out of ten teaching styles provided in the research instrument. Then, the participants prefer the facilitator style in their daily teaching activities. In brief, the participants did some teaching styles, but most of the time, the facilitator style was their typical teaching style.

Emergency remote CAD teaching using licensed software in apparel during the COVID-19 pandemic: a collaborative learning approach

Computer-Aided Design (CAD) training has become essential in apparel education as it is widely applied in design and development activities in the industry. This study presents how physical CAD teaching converted to remote delivery during the emergency COVID-19 pandemic using online technologies. This study evaluated five distinct methods adopted in this period: online Zoom sessions, pre-recorded practical demonstrations, guided hand-outs, online collaborative learning methods and forum discussions using Moodle. TeamViewer application was utilised for real-time remote access and support during teaching. This study instrumented two online questionnaires intended to assess the effectiveness of online hands-on sessions and collaborative learning in a remote online environment. This study was conducted with 58 participants at a recognised Sri Lankan state university. More importantly, the results confirmed the feasibility of collaborative engagement within the online learning environment. This study discovered students’ preferences for synchronous teaching and learning approaches. Also, it revealed the limitations of remote CAD teaching using online technologies. Finally, this study underlined the success of the collaborative learning approach and students’ perspectives on flipped classroom model for apparel CAD training.

Preferred Style of Teaching and Learning by College Students in the New Normal

Styles of teaching and learning are one of the factors that contribute to student learning performance. This study aimed to determine the students’ preferred teaching and learning styles in the new normal education implemented during the pandemic. Moreover, a quantitative-descriptive design was used to attain the research objectives. A total of thirty-item questionnaires were categorized using the three learning theories: Constructivist Learning Theory, Self-Actualization Theory, and Transformative Learning Theory. A total of three-hundred forty-four (344) college students from the University of Mindanao-Digos participated in the study. Results showed that students have a high level of preference for Constructivist Learning Theory, Self-Actualization Theory, and Transformative Learning Theory in teaching and learning style in the new normal. When analyzed by department, Self-Actualization Theory and Transformative Learning Theory showed significant differences, while Constructivist Learning Theory showed no significant difference. In terms of year level, Constructivist Learning Theory and Transformative Learning Theory showed no significant difference while Self-Actualization theory showed significant difference. Thus, it is recommended that professors should utilize a constructivist, self-actualization, and transformative teaching and learning approach to college learners and implement a learning style suited to the year level and department of students

Perception of medical students to “NEW NORMAL” and its Reflection on their studies during COVID 19.

Objective: To find the effectiveness of online teaching and its reflection on their academics during COVID19 pandemic in basic medical science. Study Design: Cross Sectional Descriptive study. Setting: University Medical and Dental College, Faisalabad. Period: March 2019 to November 2021. Material & Methods: A total of 531 undergraduate MBBS & BDS (1st & 2nd year) students were included. A questionnaire was designed and shared online in Google classroom to get students’ feedback. The data obtained was analyzed on SPSS 25 by using ANOVA and Chi-Square Tests. Results: 62.76% students declared that learning in physical classrooms is more understandable than e-learning, while 58% students were satisfied with this transformation of online teaching and secured better grades in e- assessments, while 69% students agreed with the fact that on campus assessment is more productive. According to our results 68.24% students preferred physical teaching and assessment methodology and 67.11% students agreed that team work with peers is more productive in on campus classes than e-classes. Conclusion: We investigated various aspects of e-learning experience of medical students and found a mixed opinion. By improving our infrastructure and using modern techniques we can make online medical education system more effective and productive for our students in future.

Pediatric resident education in pediatric cardiology – A needs assessment

BackgroundDetermining the topics general pediatric residents are taught during an inpatient pediatric cardiology rotation must be selected based on numerous factors, including resident career goals, core topics for board exams, and educator preferences. ObjectivesThis study aims to determine the preferred core cardiology concepts of both learners and educators as well the preferred teaching modalities of general pediatric residents while on an inpatient pediatric cardiology rotation. MethodsAll eligible residents in the Children's National Hospital pediatric residency program who had completed a cardiology rotation as well as pediatric cardiology fellows and attendings were asked to complete a survey. Participation in the study was voluntary. Respondents were asked to answer questions related to the perceived effectiveness and applicability of the cardiology curriculum, specifically inquiring about methods of teaching, the level taught, and the utility of topics selected. ResultsForty-seven (44 %) of the 106 eligible participants completed the survey. Seventeen unique topics in pediatric cardiology were ranked. The highest rated topics included congenital heart disease, murmurs, cardiac physiology, ECG interpretation, and syncope/dizziness. Participants reported the highest satisfaction with whiteboard and bedside teaching. ConclusionsThis study demonstrates a strong correlation between what learners and educators perceive should be the topics taught to residents to prepare them for their intended future career goals. These data provide a framework, both in teaching modalities and core concepts, for continued development and reassessment of inpatient pediatric cardiology rotations to optimally prepare pediatric residents with a strong foundation in pediatric cardiology.

The use of digital tools in French as a Second Language teacher education in Ontario

This article discusses a 2021 survey of French as a second language (FSL) teacher candidates (TCs) in Faculties of Education in Ontario whose practice teaching experiences were affected by the COVID-19 pandemic, pivoting them into remote FSL teaching and learning. The survey, which formed a component of a larger mixed method SSHRC-funded research project1, was designed to capture the varied practice teaching experiences of FSL teacher candidates in order to ascertain symmetries and asymmetries in their preferred digital practices, devices and tools for social communication, and for French language teaching and learning. Survey respondents (N=17) from different teacher education programs in universities across Ontario provided a picture of scattered and fragmented approaches to FSL digital pedagogies and hinted at a persistent reliance on traditional FSL pedagogies in the classroom. Digital preferences for teaching and learning were, interestingly, not parallel, and were anchored in common educational tools and platforms that reaffirmed teacher-centred approaches to FSL rather than more innovative, learner-centred, and agentive language teaching and learning. The survey results raise an important question: Has FSL teacher education adequately moved with the communicative changes wrought by socio-technical change and related pedagogical innovations?

The use of digital tools in French as a Second Language teacher education in Ontario

This article discusses a 2021 survey of French as a second language (FSL) teacher candidates (TCs) in Faculties of Education in Ontario whose practice teaching experiences were affected by the COVID-19 pandemic, pivoting them into remote FSL teaching and learning. The survey, which formed a component of a larger mixed method SSHRC-funded research project1, was designed to capture the varied practice teaching experiences of FSL teacher candidates in order to ascertain symmetries and asymmetries in their preferred digital practices, devices and tools for social communication, and for French language teaching and learning. Survey respondents (N=17) from different teacher education programs in universities across Ontario provided a picture of scattered and fragmented approaches to FSL digital pedagogies and hinted at a persistent reliance on traditional FSL pedagogies in the classroom. Digital preferences for teaching and learning were, interestingly, not parallel, and were anchored in common educational tools and platforms that reaffirmed teacher-centred approaches to FSL rather than more innovative, learner-centred, and agentive language teaching and learning. The survey results raise an important question: Has FSL teacher education adequately moved with the communicative changes wrought by socio-technical change and related pedagogical innovations?

Learning Styles of Undergraduate Medical Students and their Relation with Preferred Teaching-Learning Methods

This descriptive type of cross-sectional study was conducted to determine the learning styles of undergraduate medical students and their relation with preferred teaching-learning Methods. The study period was from July 2017 to June 2018. The study was carried out among the students of the 2nd, 3rd, and 4th phases of the MBBS course at three government and four nongovernment medical colleges in Bangladesh. Out of seven medical colleges, four were within Dhaka and three outside Dhaka. The sample size was 1004. Medical colleges were selected purposively, and a convenience sampling technique was adopted for data collection. Bangla translated version of Fleming's VARK (visual, auditory, read/write, and kinesthetic) questionnaire was used to identify the learning styles of students. Linear regression was used to compare the VARK learning styles scores with teaching-learning Methods. The study revealed that out of 1004 medical students 64.2% preferred multimodal learning styles, and the rest, 35.8% preferred unimodal learning styles. Among unimodal learning preferences, auditory (A) and kinesthetic (K) were the most preferred sensory modalities of learning. The most preferred teaching Methods among the students were bedside teaching (29.9%), followed by tutorials (25.9%), and practical sessions (20.6%). The most preferred learning method among the students was mixed Methods (60.3%). A positive correlation was present between VARK modes and teaching-learning Methods (P <0.05). Majority of students preferred multimodal learning styles. Students are able to learn effectively as long as the teacher provides a blend of visual, auditory, read/writing, and kinesthetic activities. The study recommended that teachers be aware of the medical students' learning styles and that aligning teaching-learning Methods with learning styles will improve their learning and academic performance.
 TAJ 2022; 35: No-2: 19-26

Using critical reflections in action research to enhance students’ interactivity in online EFL learning contexts

ABSTRACT Amidst the paradigm shift to the digitalization of teaching and learning post COVID-19, the conceptualized effectiveness of online interactions as facets of immediate and delayed learning among learners and teachers seems to provide solutions to the absence of face-to-face interaction. This action research study investigated the effects of critical reflection on the enhancement of interactivity among students in online courses after being engaged in different weekly reflective and critical asynchronous discussions on Blackboard. The study used a classroom cyclic action-research approach to enhance students’ critical reflection over a period of three months. Participants were 49 male and female Bahraini undergraduates majoring in English Language and Literature. Findings revealed that engaging students in critical reflective discussions enhanced their interactivity in the discussion boards and lessened communication apprehension. Students’ preferences for teaching and learning methods changed to supporting the use of online critical reflective discussions. The findings support the integration of critical reflective discussions in English as a Foreign Language (EFL) learning contexts and suggest useful implications for educators and decision-makers in Bahrain and in the wider region.

Awareness of K-Culture Among Polish University Students and Preferred Teaching Methods

This study explores the most preferred and effective teaching methods for Korean language and culture for university students. Statistical analysis of awareness of the Korean language, history, and culture was conducted. It tested differences in students’ knowledge about Korea dependently on a teaching method and sociodemographic variables. The study investigated is there a dependency between favourite teaching methods of K-culture and analogical methods using K-pop, K-drama, and K-food. The main research tool was the survey conducted among 70 students studying Korean language and culture at the University of Silesia in Katowice, Poland. The study’s statistical analyses employed the IBM SPSS Statistics 29.0 package, used for analysing basic descriptive statistics, r Pearson and rho Spearman correlation analyses, and t Student test for independent variables. The analysis proves that the students do not differ in terms of knowledge about Korea in relation to a preferred and effective teaching method.

Medical, Dental, and Nursing Students' Experience with Virtual Practical Sessions: A Cross-Sectional Study in a Developing Country.

The COVID-19 pandemic has disrupted the scope of healthcare education and shifted the teaching methods from on-campus to virtual. The impact of such a shift has rarely been investigated, and limited evidence exists about students' experience in terms of effort made and time spent, especially for laboratory sessions. Assessing students' experiences will provide paramount evidence to fine-tune laboratory virtual learning sessions. To assess students' experience of virtual (online) laboratory sessions versus on-campus laboratory sessions, including preference, time spent, the effort made, ability to remember instructions, and preference for future teaching. A cross-sectional study was utilized. A Google Forms questionnaire was prepared and sent to medicine, dentistry, and nursing school students registered at Jordan University of Science and Technology (JUST) during the 2019/2020 academic year. Self-reported preference, time spent, efforts made, ability to remember instructions and preference for future teaching were assessed for virtual versus on-campus anatomy, pathology, microbiology, histology, and physiology laboratory sessions. A total of 455 students participated in this questionnaire. More students in histology (55.2%), pathology (57.4%), and microbiology (55.3%) laboratories, but not anatomy (39.6%) physiology (443.95), reported preferring virtual sessions over on-campus sessions. More students from histology (35.6%) and microbiology (37.0%) reported spending less effort than on-campus sessions. More than half of the participants agreed that virtual laboratory sessions consumed less time than on-campus sessions. Participants reported that they cannot remember the instruction given during virtual teaching compared to on-campus teaching. Differences in students' experiences were detected by gender, major, and year of study. The COVID-19 pandemic has the potential to change the future of healthcare education, and preparation for future crises is paramount. Effort made, time spent, ability to remember, and preference for virtual education should be considered in terms of gender, major of study, and year. These differences should also be reflected in the planning of virtual sessions for effective implementation.

Impact of COVID-19 on medical teaching and students

Impact of COVID-19 on medical teaching and students

Relation between students’ personality traits and their preferred teaching methods: Students at the university of Ghana and the Huzhou Normal University

The study aimed to investigate the personality traits of students and their preferred teaching methods at the University of Ghana and Huzhou Normal University. The study specifically aimed at identifying personality traits that apply to psychology students, the kinds of teaching methods students preferred, and ascertaining the relationship between personality traits and preferred teaching methods. A descriptive cross-sectional design was used to conduct the research. The sample size of two hundred and five (205) students from UG and Huzhou University was used. In this study, the researchers collected the data with the help of structured questionnaires. Research Question 1 and Question 2 will be analyzed using frequencies and percentages. Null hypothesis (There is no relationship between personality traits and teaching methods), Hypothesis 1 (There is a relationship between personality traits and teaching methods) will be analyzed using the Chi-Square. Data that will be collected will be analyzed using Statistical Package for Social Sciences (*SPSS). The study found that the conscientiousness personality trait among students at both University of Ghana and Huzhou University is the dominant personality trait. The preferred teaching method of students at both University of Ghana and Huzhou University is the cooperative learning method other than teaching methods. There is a relationship between personality traits and teaching methods: There is no relationship between students (participants’) personality traits and teaching methods at both University of Ghana and Huzhou University. It was concluded that most participants possessed conscientiousness personality traits, followed by the agreeableness personality trait and extraversion in UG. For Huzhou University, the conscientiousness personality trait was included by most students, followed by extraversion and agreeableness. It was recommended that the Ministry of Education (MoE) in Ghana and China create, plan and revise their various contents for University Education so that it is geared towards students preferred teaching methods (cooperative method of teaching).

Avaliação do ensino de ética no curso médico

Abstract Ethics is a key aspect of society, presenting a critical view of cultural concepts and standards and indicating a distinction between right and wrong. In medical education, its teaching encompasses ways to care for human lives and address social relations pertaining to the profession responsibly. In Brazil, the number of ethical-professional lawsuits against physicians is increasing, and the issue may have its origins in medical school. Thus, this integrative review seeks to investigate how ethics, bioethics, and medical education are addressed by medical literature, focusing on aspects of medical ethics teaching such as methodology, course load, main topics discussed, and deficient aspects or those that require adaptation. Active methodology with the use of textbook literature emerges as the preferable teaching model, while insufficient course load and need to adapt ethics teaching to current social demands are the main deficits observed.

Blending Old and New Teaching Methods and Tools in Medical Education

OBJECTIVES To identify a preference for current teaching methods and use new teaching aids through feedback by medical students and teachers of first and second-year MBBS. METHODOLOGY This cross-sectional study was conducted on 91 MBBS students and teachers of Nowshera Medical College (NMC), Nowshera. Both male and female students and teachers of NMC of class first and second-year MBBS participated in the study. A feedback proforma-based questionnaire was filled out by all the participants online using Google forms. Participants were given the option to select more than one option in the case of the mode of teaching and tool of teaching. The data was collected, analyzed and presented in tabular and graphical forms using SPSS version 23. RESULTS Out of the 91 participants who responded to our research, 45 (49.5%) were males, and 46(50.5%) were female. The majority, 74 (81.3%), were MBBS students, while 17(18.7%) were MBBS teachers. Most of the participants selected more than one option. Most 48(52.7%) of the participants preferred lectures as the mode of delivery while 35(38.4%) opted for SGD, for demonstrations 14(15.3%), PBL 33(36.2%), assignments 13(14.2%0 and notes opted by 4(4.39%). 60.4% (55) were selected to use whiteboards and markers. Only 15.3% (14) were in favour of Powerpoint use, dissection 25(27.4%), models 29(31.86%), and figures 11(12%). CONCLUSION Lectures remain the most preferred teaching method in basic medical sciences among teachers and students, along with other teaching methods. Multiple teaching tools must be used during the class instead of solely depending on Powerpoint presentations.

Analysis of University Professors’ Digital Teaching Competence

Digital competence for teaching is the set of values, abilities, skills, and attitudes that allow the proper implementation of the teaching-learning process during online education. This study analyzed digital teaching competence in professors from two different university contexts concerning sociodemographic and academic variables in June 2021. This research had a quantitative approach, classified as non-experimental, analytical, and cross-sectional. The population comprised 79 professors from the Faculty of Health Sciences, National University of Chimborazo, Ecuador, as well as 35 from the Faculty of Educational Sciences, University of Granada, Spain. The data were collected using the Online Tutor Functions and Competencies Scale. There were statistically significant differences in the specific competence related to socialization activities regarding the university where the participants were teaching (p = 0.018) and experience as a professor (p = 0.028). Results of the global competence indicated significant differences according to the time of experience in teaching and preferred teaching modality. A significant association was established between the variables related to academic components and the global competence for digital teaching. The R 2 values indicated a low level of goodness of fit, with a higher percentage favoring the forecast level. The preferred teaching modality had a significant predictability value, but its odds ratio showed that it did not condition the state of global competence for digital teaching. The study innovated using binary logistic regression to analyze the predictive capacity of specific dimensions regarding digital competence in higher education settings. Keywords: digital competence, higher education, digital teaching. DOI: https://doi.org/10.55463/hkjss.issn.1021-3619.60.81

Learning styles and their relationship with preferred teaching methodologies and academic achievement among medical students in teaching medical college, Tamil Nadu.

Learning styles for medical students have been studied worldwide, and instructors must know and employ the best methods to help students learn. This study evaluates undergraduate medical students' learning styles, preferred teaching methods, and academic examination scores. From January to December 2022, this cross-sectional study was performed with medical students at a teaching hospital in Perambalur, Tamil Nadu, India. About 421 individuals were selected using a probability-proportionate size sampling method. A semi-structured pro forma was used to collect the socio-demographic profile, VARK model learning style questionnaire, and teaching method preferences. The data were analyzed using SPSS-21, and the categorical data were represented as frequency and percentage, whereas mean and standard deviation represent quantitative data. The Chi-square test was used to investigate the relationship between academic performance and teaching approaches to the preferred learning style. Kinesthetic learning was the preferred sensory modality. Nearly 61.8% of medical students were female. The most common preferred learning style among them was (36.8%) kinesthetic, followed by (36.1%) auditory. Most of them received good academic results (64.8%), followed by average (21.9%) results. Most of the students had chosen a demonstration (81.2%), followed by an interactive lecture (77.2%), as their preferred teaching method. There is a significant association of learning style with participant age (p 0.007), year of study (p 0.0001), and preferred teaching methodologies like a demonstration, small group discussion, self-presentation, and laboratory work, which is statistically significant. There is no association between learning style and academic performance. Different teaching approaches, such as demonstration, small-group discussion, self-presentation, and laboratory work, were related to the various learning styles of the students. We also determined that the individuals' preferred learning styles do not affect their academic achievement.