Preferred Teaching Methods Research Articles

Evaluation of Traditional and Online Anatomy Teaching of Medical Students in the Covid 19 Pandemic

Amaç: Covid-19 pandemisi 2020 yılının başlarından beri tüm dünyayı etkilemiştir. Özellikle bu süreç içerisinde eğitim-öğretim faaliyetleri olumsuz yönde etkilenmiştir. Bu çalışma ile Covid-19 pandemisi döneminde çevrimiçi anatomi eğitiminin öğrenci geri bildirimleri ile değerlendirilmesi ve ilerleyen yıllarda çevrimiçi eğitimin daha aktif olarak kullanılmasının verimli olup olmayacağı sorgulanmıştır. Bununla birlikte, geleneksel anatomi öğretimini uzaktan öğretim yöntemiyle karşılaştırarak tıp öğrencilerinde Covid-19 salgınının anatomi öğretimi üzerindeki etkisinin belirlemesi üzerine tasarlanmıştır.Yöntem: Çalışma Akdeniz Üniversitesi Tıp Fakültesinde eğitim gören Dönem II ve Dönem III öğrencileri ile gerçekleştirilmiştir. Araştırmaya Dönem 2 öğrencilerinden 241 kişi, Dönem 3 öğrencilerinden ise 159 kişi olmak üzere toplamda 400 öğrenci dâhil edilmiştir. Çalışmaya katılan öğrencilerin %55’i erkek, %45’i kadındır. Dönem III öğrencileri anatomi eğitimini ağırlıklı olarak çevrimiçi yöntemlerle gerçekleştirirken, Dönem II öğrencileri anatomi eğitimini ağırlıklı olarak hibrit uygulama yöntemiyle tamamlamışlardır. Çalışmada Covid-19 pandemisi sırasında anatomi disiplini için sanal öğretim yöntemi hakkındaki görüşleri ve öğretim metotlarının, öğrenci üzerinde etkisi incelenmiştir. Yapılan anket çalışmasının sonucunda elde edilen veriler SPSS (Statistical Package for the Social Sciences) 25.00 paket programı ile analiz edilmiştir. Çalışmada 0,05'ten küçük p değerleri istatistiksel olarak anlamlı kabul edilmiştir.Bulgular: Geleneksel anatomi öğretimi en çok tercih edilen ve etkili öğretim yöntemi olmaya devam etmektedir. Öğrenciler, çevrimiçi anatomi yöntemlerinden en çok derslerin önceden kaydedilmiş video kayıtlarını yüksek düzeyde tercih etmişlerdir (p=0.01). Çalışmanın sonuçları değerlendirildiğinde çevrim içi yöntemlerin etkinlik ve verimlilik açısından faydalı olduğu tespit edilmiştir. Bununla birlikte öğrencilerin yüz yüze eğitim yöntemlerine kıyasla çevrimiçi eğitim yöntemlerini “kısmen” tercih ettiği belirlenmiştir (p=0,04). Bu bağlamda çevrimiçi eğitimin, yüz yüze eğitimin yerine tamamen geçemeyeceği fakat yüz yüze eğitim yöntemlerinin çevrimiçi eğitim yöntemleriyle desteklenebileceği sonucuna varılmaktadır.Sonuç: Çalışmanın sonucunda elde ettiğimiz veriler doğrultusunda pandemi döneminde öğrencilerinin aldığı çevrimiçi anatomi derslerinin ve yöntemlerinin mesleki gelişimleri açısından oldukça önemli olduğu sonucuna varılmıştır. Ancak çevrimiçi eğitimin, yüz yüze gerçekleştirilen örgün eğitim sisteminin yerini alamayacağını bir gerçektir. Bu çalışmanın çevrimiçi eğitim ve eğitim yöntemleri açısından sağlık bilimleri alanlarında yapılacak olan çalışmalar için bir kaynak oluşturacağını düşünmekteyiz. Bununla birlikte çeşitli uzaktan eğitim yöntemlerini geleneksel yüz yüze anatomi öğretimiyle karşılaştıran bu çalışma ile dijital öğrenmenin yüz yüze öğrenmeyi destekleyici bir işleve sahip olabileceği öngörülmektedir.

Assessment of the joint delivery voucher programme for senior high school technical vocational livelihood in selected public schools in occidental Mindoro, Philippines

This paper assessed the Joint Delivery Voucher Program for senior high school technical vocational livelihood between 2017and 2021 in selected public high schools in Occidental Mindoro, Philippines. The study employed survey research method. The sources of information were from primary and secondary data. Further, the project employed the cost sharing approach and educational institution approach. Result showed that face-to-face learning with result demonstration was the “always” preferred extension teaching methods before the COVID 19 pandemic. -learning, modules, IEC, instructional materials, mobile application and interactive computer assisted module were used during the COVID 19 pandemic implementation. The program implementation encountered “slightly serious problems.” The students had acquired “adequate competency” in the program that enabled them to pass the national assessment and evaluated the JDVP implementation as “excellent.

FAVORITE TEACHING METHODS AND THEIR RELATIONSHIP WITH THE MIND HABITS AMONG PHYSICAL EDUCATION TEACHERS IN PALESTINE

The study aimed to identify the preferred teaching methods and their relationship to the habits of mind of physical education teachers in Palestine. The study population consisted of all physical education teachers in public schools in Palestine, who numbered (1067) male and female teachers. The study was conducted on a sample of (407) male and female physical education teachers in Palestine, including (130) male and (277) female teachers; They were chosen by stratified random method, where the study sample represents 38% of the study population, and the descriptive analytical approach was used as a method of study, and for the purpose of data collection, a questionnaire was used to measure the preferred teaching methods. Mind habits as study tools, and through the use of the Statistical Package for Social Sciences (SPSS) program, the study concluded that the training method was the most preferred teaching method for physical education teachers. While the imperative method was the least preferred teaching method for physical education teachers. The results also indicated that the habit of "driving" is among the most common mental habits of physical education teachers. While the habit of "thinking beyond knowledge" was considered one of the least mental habits used by the physical education teacher. In light of the results of the study, the researcher recommended the necessity of empowering physical education teachers with contemporary mental habits that raise the level of the educational process to improve the performance of physical education teachers and develop their mental abilities and skills. Key words: Teacher; Physical Education; Habits of Mind; Multiple Intelligences

Incorporating student voice: bring changes in teaching techniques of college-level management education in Bangladesh

PurposeIncorporating student voice to improve both academic and institutional performances is the contemporary innovative way to enhance and ensure quality in higher education. Higher education organizations are developing a culture and an encouraging environment for the students where they can express their opinions and be an integral part and partner of educational improvement process. The purpose of this paper is to explore students preferred learning and teaching methods for management education, to study current intended learning outcome and practiced teaching methods, to investigate prerequisites to implement students expected teaching methods in the college-level management education of National University.Design/methodology/approachNature of the study is exploratory and descriptive as well. Primary data were collected using focus group discussions, surveys conducted using structured and closed-ended questions and in-depth, face-to-face interviews employed to collect data from academic staff.FindingsThe key findings include the need for bringing changes in teaching techniques at college-level management education. Furthermore, the study has explored challenging issues which can hinder changes in teaching techniques.Practical implicationsThe study pointed to the need of including student voice to keep improving teaching techniques that can satisfy students' learning needs continuously.Originality/valueThe study adds the body of knowledge on incorporating student voice to improve the quality of higher education teaching techniques and in other services as well in Bangladesh.

University Mathematics Major Students’ Ratings of Their Lecturers’ Preferred Teaching Methods: A Repeated-Measures Design

This study investigates the differences in lecturers’ preferred teaching methods based on the ratings of their students. It employed the repeated measures design, where four separate ratings for each participant were taken. The participants comprise eighty-two (82) university mathematics major students, made up of fifty-five (55) males and twenty-seven (27) females, who were selected from a university in the central region of Ghana, using a non-proportionate stratified sampling technique in two third-year cohort mathematics classes. The results indicated that Mauchly’s test of sphericity was not significant, χ^2 (5)=10.33,p>.05, (i.e., the assumption about the characteristics of the variance-covariance matrix was not violated). Thus, the within-subjects variable of the teaching method was highly significant, F (3, 243) = 468.17, p < .05, indicating that the mean students’ ratings differed significantly as a function of the four teaching methods. This was supported by the decrease in the mean students’ ratings from guided discovery to direct instruction methods. The pairwise comparisons (with Bonferroni adjustment) among the four teaching methods, showed a significant difference between any pair of teaching methods (p < .05). Thus, the students’ ratings for guided discovery were higher than the ratings for cooperative learning (p < .05), ratings for cooperative learning were higher than the ratings for inquiry-based learning (p < .05), and the ratings for inquiry-based learning were higher than the ratings for direct instruction (p < .05). The estimated marginal means for the ratings of guided discovery (M = 8.12; C. I = [7.94, 8.32]) were the highest, followed by the mean ratings for cooperative learning method (M = 6.68; C.I = [6.51, 6.86]), followed by the mean ratings for inquiry-based learning (M = 4 73; C. I = [4.60, 4.87]), and then followed by the mean ratings for direct instruction (M = 3.95; C.I = [3.80,4.11]). The study's implications are that, although many researchers recommend multiple teaching methods for mathematics instruction, lecturers should endeavour to use teaching methods that are popular and acceptable among students. This would enable them to understand the content their lecturers teach. The study concludes that lecturers should focus more on active teaching methods such as guided discovery and cooperative learning and focus less on the direct instruction teaching method.

Investigating Students' Preferred Instructional Methods for Teaching Social Studies in a Selected Senior High School in Afadzato South District, Ghana

The purpose of this study was to identify students' preferred instructional methods for teaching Social Studies in a selected Senior High School in Afadzato South District of Ghana. This study employed a concurrent triangulation mixed-method strategy. A multi-stage sampling strategy was used to select 78 form three students. Purposive sampling was used to select 3 Social Studies teachers. Self-developed observation and interview guides were used in collecting the data. Self-developed questionnaires were also used in collecting data from only students. However, both teachers and students participated in the study through the interview and classroom observation in order to ascertain an in depth understanding of students' responses to the questionnaires. Validity and reliability were established by piloting the research instruments in one of the senior high schools in Afadzato South District. Besides, the research instruments were given to other colleague researchers to review before the final data were collected. Also, concepts were explained to students for clarity before responding to the questions. The study's findings revealed that students prefer to learn and be taught Social Studies in a variety of ways. Students also prefer learner-centred strategies to teacher-centred methods. It was concluded that Social Studies objectives will be attained via students' preferred methods of instruction. The study recommended that teachers must alternate their teaching methods to meet students' preferences, to enable them to develop positive responses to Social Studies in order to have a vibrant Social Studies programme, with students actively involved in achieving the objectives of Social Studies.

Descriptive Analysis of Current Burn Care for Plain Communities in Ohio and Pennsylvania: A Qualitative Study of Strengths and Needs in a Hospital-Community Partnership.

Plain communities present with a higher risk of sustaining burn injuries. Yet, little is known about the hospital-community partnerships with Plain caretakers to facilitate culturally competent burn care. The current study provides a qualitative analysis of Plain caretakers' perspectives on an existing hospital-community partnership for facilitating culturally sensitive burn care and their perspectives on the ongoing physical, structural, and behavioral health needs of this population. Twelve Plain community caregivers who serve on a burn wound treatment team or an oil therapy team within their community took part in a focus group interview. Caretakers identified as White, were majority male (83%), and resided in Plain communities. Retrospective thematic analysis was used to analyze the data. Five major themes (ie, informational needs, strengths of Plain community burn care, behavioral health concerns, behavioral health resources, and preferred teaching methods) evolved. Results revealed that Plain caregivers displayed an openness to learning about recommended burn care from the medical providers. Caretakers also cited their traditional (homeopathic) burn care procedures as perceived strengths, while simultaneously maintaining that their relationship with the hospital is a valuable part of life-saving burn care. Regarding their behavioral health needs, caretakers highlighted difficulties in helping their children cope with burn injuries and pain during rehabilitation and treatment. Other topics discussed included social support and cultural factors that impact the delivery of burn care to Plain communities from non-Plain providers. These results provide important considerations that other burn centers may consider when establishing similar partnerships to deliver of culturally competent medicine for Plain burn survivors.

Experience and attitude of Malaysian undergraduate pharmacy students towards clinical pharmacy education

Clinical pharmacy education (CPE) is an important element in the undergraduate pharmacy programmes as the pharmacy profession had changed from product-oriented to patient-oriented services. This study was designed to assess the experience and attitude of Malaysian undergraduate pharmacy students on clinical pharmacy education, to compare attitude score according to different demographic characteristics and experiences, and to identify preferred teaching and learning methods for CPE. This was a cross-sectional study conducted using an adopted and adapted questionnaire which was distributed via email. A total of 305 final year Bachelor of Pharmacy students from all universities offering pharmacy programme were recruited through convenient sampling and the mean (SD) age of the respondents was 23.03 (1.589) years. This study revealed that almost 50% of respondents started CPE in Year 3 of their study. The highest proportion of respondents spent 31- 50 contact hours per semester for clinical pharmacy courses and the biggest percentage of contact hours were spent in traditional lectures.

Functional urology: Practice patterns and training aspirations among urologists in Brazil.

Urology has rapidly evolved during the last decades, incorporating new technologies faster than most specialties. The challenge to maintain a competent workforce that is prepared to deliver proper contemporary treatment has become increasingly difficult and newly graduated urologists throughout the world typically lack the skills to practice many urological subspecialties. We performed a survey to evaluate the practice patterns and educational aspirations in functional urology (FU) among Brazilian urologists. A web-based survey was sent to board-certified Brazilian urologists to collect data on clinical practice and training aspirations in four subareas of FU: female urology, urodynamics, postprostatectomy incontinence (PPI), and neurourology. We evaluated urologists' clinical and surgical workload in each subarea and investigated educational training aspirations to identify areas and training formats of interest. A total of 366 urologists (mean age 47.7 + 10.7 years) completed the survey. Mean time since completion of residency was 17.9 + 11.9 years. Of the respondents, 176 (53%) perform urodynamics, 285 (83.1%) SUI surgeries, 159 (47.6%) PPI surgeries, 194 (58.1%) third line OAB procedures, 168 (48.9%) pelvic organ prolapse (POP), and 88 (26.3%) bladder augmentation. Mid-urethral sling is the most performed SUI surgery and transobturator is the preferred route (64.0%). For those performing POP surgery, 40.5% use mesh in at least 50% of their cases, and the vaginal route is used in most cases (75.4%) for apical prolapse. For PPI, 64.6% use artificial sphincter in most surgeries and only 8.1% perform at least 5 surgeries/year. Being fellowship-trained and working in an academic hospital are associated with a higher chance of being active in FU. Most urologists are interested in receiving training in PPI, female SUI, and POP and a hands-on course is the preferred educational method (81%). Most urologists in Brazil are involved in the evaluation and treatment of FU patients, but few have a large volume of patient visits and surgical procedures. Completing a fellowship program and working in an academic practice are associated with a higher chance of being a FU practitioner. There is a high interest in training for PPI, female SUI, and POP.

Abstract 083: State Of Ambulatory Hypertension Education In U.S. Internal Medicine Residency Programs: A Needs Assessment Survey

Background: Hypertension is one of the most common chronic conditions encountered by internal medicine residents during their ambulatory training. However, little is known about the current state of hypertension education for residents. Objective: To determine internal medicine residents’ confidence and training in key hypertension topics, desire for future training, and preferred teaching methods for learning about hypertension. Methods: We developed our survey by reviewing the literature, seeking input from two content experts, and piloting questions with chief residents at our institution. From November 2021 to March 2022 we administered the survey to internal medicine residents attending scheduled didactic sessions at 14 programs in different U.S. regions. Surveys were completed online or on paper, participation was voluntary, and responses were anonymous. The survey asked residents to rate their confidence, on a 4-point Likert scale, in 19 hypertension topics, and inquired about the type of training they had received in these topics. Residents were also asked to list the top five hypertension topics they wanted to learn more about and to list their top three preferred teaching methods for future training. Results: Two-hundred eleven of 324 residents (65%) responded to the survey. Many reported lacking training (25-40%) and confidence (52-81%) in key topics (Table). Conclusions: U.S. internal medicine residents in our study report insufficient training on key aspects of hypertension management. They describe low confidence in these areas and desire to learn more about them. Further curriculum development is needed to improve residents’ hypertension knowledge.

Clinical experience of medical students in Children Emergency Room: A cross-sectional study at a University hospital in Nigeria

Background: The Children Emergency Room (CHER) is a high-volume, fast-paced environment where children present with acute illnesses. With the paradigm shift in educational models towards outcome-based education, teaching and assessment of students must be structured to attain intended learning outcome in every rotation.
 Objective: This study assessed the relationship between teaching methods and learners’ satisfaction. We also identified challenges to CHER posting and likely solutions.
 Methods: This is a descriptive cross-sectional study, using a semi-structured anonymous feedback form to elicit perception of learning objectives and adequacy of teaching methods in CHER. Adequacy of participation in emergency care was assessed on a 4-point Likert scale. Bivariate analysis for possible determinants of adequate CHER posting satisfaction on a visual analogue scale (VAS) was done. P-value < 0.05 was considered significant.
 Results: A total 112 medical students participated in this study; 51.8% of them knew their specific learning objectives on the first day in the unit. The participants’ grand mean score for learning satisfaction in CHER was adequate (2.65±0.24). Their preferred teaching method was Bedside Teaching/ Clerkship (3.01±0.78) but they were dissatisfied with simulations (2.29±0.91) and participation in emergency care (2.19±0.10). Participants in junior posting were more satisfied than those in senior posting (OR =3.45, 95% CI: 1.46- 8.15; p=0.005). A high workload was identified as a challenge.
 Conclusion: The overall clinical experience of medical student in CHER is satisfactory. Our study however, shows that there is inadequate simulation-based teaching, case presentation and participation in case management by the medical students. Curriculum reforms may be necessary to address these identified gaps and improve clinical experience of medical students in CHER.

The effect of the COVID-19 pandemic on osteopathic education in ACGME-OR residencies from February 2020 to February 2021.

It remains to be determined exactly how the COVID-19 pandemic has and will continue to impact osteopathic resident education, in particular as it pertains to treatment with osteopathic manipulative medicine (OMM). Although the long-term effects of the pandemic cannot be determined yet, changes in current resident education can be analyzed. Here, we describe how the format, frequency, and environment of OMM training have changed in residency programs from prior to February 2020 to the "lockdown" period of February 2020 to June 2020, and then to the "recovery" period of July 2020 to February 2021. A 19-question survey inquiring about the above three categories was emailed via SurveyMonkey to 282 Accreditation Council for Graduate Medical Education (ACGME) residency programs with osteopathic recognition at the end of January 2021. Of the 282 programs surveyed, 24.5% (69) responded. Osteopathic neuromusculoskeletal medicine (ONMM) programs were excluded from the data analysis, resulting in a modified sample size of n=60. Responses indicated that residency programs dramatically decreased the frequency of OMM didactic education sessions (100.0% [60] reported offering OMM didactic education before the lockdown period; compared to 73.3% [44] during the lockdown period) and shifted their educational programs from an in-person-only environment (88.3% [53] before lockdown; 8.3% [5] during lockdown) to either a combined in-person/virtual platform (6.7% [4] before lockdown; 31.7% [19] during lockdown) or to a virtual-only platform (0.0% [0] before lockdown; 46.7% [28] during lockdown). During the recovery period, 91.7% (55) programs reported giving some form of OMM didactic education. The percentage of programs reporting in-person-only, combined in-person/virtual platform, and virtual-only didactic education were 3.3% (2), 53.3% (32), and 41.7% (25), respectively, during the recovery period. The preferred method of instruction changed from a combination of resident and attending lectures with a hands-on component (55.0%; 33) before lockdown, to the same but without a hands-on component (28.3%; 17) during lockdown, and back to the same but with a hands-on component (36.7%; 22) during the recovery period. Furthermore, the number of programs offering OMM didactic education [OMM patient care] at least once a month decreased from 70.0% (42) [78.3% (47)] before the lockdown period to 46.7% (28) [48.3% (29)] during the lockdown period. It then increased to 55.0% (33) [73.3% (44)] during the recovery period. Finally, before the lockdown period, programs offered OMM patient care predominantly in a combination of an inpatient/outpatient environment (63.3%; 38). The preferred patient care setting changed to an outpatient-only environment (43.3%; 26) during the lockdown period and then back to a combination of an inpatient/outpatient environment (45.0%; 27) during the recovery period. This study demonstrates that programs have been dramatically impacted by the COVID-19 pandemic, by the augmentation of the osteopathic learning environment, and by the delivery of OMM to patient care within the training programs. These impacts were still present 1year after the start of the pandemic. It will be imperative for ACGME Osteopathic Recognition (ACGME-OR) programs to continue an assessment of these impacts on resident physicians' learning and preparedness.

Alternative Teaching Methods in Electricity and Magnetism

Electricity and magnetism are known as an important topics in the physics and scientific curriculum at all levels, including elementary, secondary, and tertiary. Children can learn more about electricity and magnetism via discussion and activities. Electricity and magnetism also have applications in many aspects of our daily life as one of the fundamental areas and key concerns in physics. Traditional teaching methods are considered ineffective. Pupils who were taught using traditional methods or approaches, according to Jelicic et al. (2017), have a poor comprehension of basic electromagnetic principles and are often resistant to teachers' instruction and our education now is dependent on technology. In this review, the different alternative teaching methods used and preferred by other schools are being examined and its effect in teaching Electricity and Magnetism. The included studies in this literature review proved that the preferred teaching method to motivate and appreciate the importance of learning Electricity and Magnetism. Hence, students learn more through understanding concepts and the performance of things through active participation.

WE3.8 Surgical Escape Rooms: A Novel Approach for teaching surgical skills

Abstract Aim Escape rooms are a novel form of a practical teaching and simulation demonstrated to be effective in medical education. We compared the effectiveness of the traditional didactic teaching compared to a novel escape room style teaching of basic surgical skills Method A crossover study was delivered to two groups of third year medical students. Each group received either the classroom based teaching or the escape room teaching first, were assessed, then received the remaining style. Each student was asked to complete a questionnaire before the session, then after each teaching session. Teaching covered interrupted suturing, simple wound management and administration of local anaesthesia. Assessment was undertaken with confidence scoring with Likert scales, a 10 questions quiz and 5 minute suturing assessment after each teaching session. Results 24 third year medical students attended. 100% either agreed or strongly agreed the classroom teaching was useful, compared to 75% for the escape room. 79% either agree or strongly agree that escape room style teaching is a useful adjunct to the traditional teaching. 21% either strongly agree or agree they felt confident about suturing before the session compared to 88%. The average number of correctly answered questions were 8 post teaching sessions, compared to 5 post escape rooms. The mean number of correctly applied sutures were 3 post teaching sessions compared to 2 post escape rooms. Conclusion Traditional practical teaching is still the preferred method of teaching and effective form of teaching. Although escape room teaching is a useful adjunct to the traditional classroom based surgical teaching.

Students Performance Measurement and Prediction Based on Academic Features Through the Machine Learning

The education sector plays a vital role in achieving long-term economic and national development. During the last decades, due to the availability of resources and technology, efficient and higher standards in education have become easier to attain. The amount of data in educational institutions is growing rapidly. Through the data mining and machine learning methodologies, it has become easier to look into data from a different perspective and extract various information from the data. In our research, we use various algorithms to find out the correlation between features and predict students’ performance using their academic records. We try to find out the factors which affect and influence the performance of students. We implemented both unsupervised and supervised learning algorithms in our research. K-mean clustering has been used as an unsupervised learning method to group the students and find out the dependencies between the features. For prediction purposes, we use classification techniques like KNN and Linear Regression to predict students’ performance. Our research not only aims into finding useful information but also provides insight into students’ preferred teaching methods, potentiality, and performance. This information can guide the students for their future and guide them to their preferred fields according to their skill sets.

The Rate of Reading Poverty After the COVID-19 Pandemic School Shutdown and Specific Intervention Strategies for Lower Primary School Pupils in the Southern Province and Western Area of Sierra Leone

The study investigates the rate of reading poverty after the COVID-19 pandemic school shutdown and specific intervention strategies for lower primary school pupils in the southern province and western area of Sierra Leone. Randomised experiments of mixed-methods reading interventions for 100 struggling readers in class 5 and 20 English teachers selected from 10 primary schools (5 in the south and 5 in the Western Area) were carried out. The rate of reading poverty and proficiency was first determined in the selected classes using the Access Center method of reading assessment. Two intervention strategies were administered, and the scores for each intervention strategy were measured and compared. The findings reveal that over 70% of the pupils tested in reading in the south mispronounced or skipped five or more words when reading. The overall scores for pupils in the Western Area were relatively lower (a majority scoring less than 30%). The READ 180 reading intervention strategy is recommended to be introduced as the preferred teaching method at the pre-primary and primary school levels in Sierra Leone because of its proven potentiality to increase reading proficiency more than the popular Direct-teaching Model.

The Effect of Tooth Carving Technique on Dental Technician Student Perception and Performance in Tooth Morphology and Manipulation Course

Tooth carving is done to develop the psychomotor skills necessary for dental technician practice and teach tooth morphology. This study aimed to determine the effect of tooth carving as a teaching method for tooth morphology and assessment. 116 students trained in teeth carving at Istanbul Aydın University Dental Technician Department were subjected to 2 different teeth carving exams with soap and wax. Instructors evaluated tooth carvings according to a standard checklist. At the end of this study, a student satisfaction survey was carried out to get feedback on tooth carving as a teaching methodology. The scores given by the instructors did not differ by material and gender (p >0.05). Overall, student feedback on teeth carving was equally positive. The vast majority found the tooth they carved to be confirmed (75.86%). They believed that carving exercises would help develop laboratory skills (76.03%). They found the training method and materials applied sufficient. Dental carving applications develop dexterity and psychomotor skills for dental prosthesis technician applications. Before laboratory applications, it should be an integral component of the dental prosthesis technician curriculum to develop cognitive and psychomotor skills related to clinical applications. Based on this study, live representation of teeth carving skills and different educational materials (plaster models, videos, slides, etc.) should be the preferred teaching method.

Clinical Reasoning Learning Sessions in COVID 19 Pandemic

Clinical reasoning teaching is an approach educational method based on learning and contextualized and synthesis education. The aim of this study was to determine the value of clinical reasoning teaching sessions, from the perspective of third year medical students using a self-administered questionnaire. One group of ten students participated in this study. They had clinical case sessions during three weeks. An anonymous evaluation self-administered questionnaire was submitted to the students at the end of the period. The average scores given by students for the items “quality of education”, “atmosphere”, “interest in teaching sessions” and “acquisition of new clinical knowledge” were greater than 7/10. All students opted for clinical reasoning teaching as the preferred teaching method for optimal memorization and have found a real contribution of reasoning teaching in the management of relationship with the patient. Clinical reasoning teaching session appears to be widely desired by medical students.

A cross sectional survey on the effect of COVID-19 related restrictions on undergraduate and postgraduate medical education in Qatar

BackgroundCOVID-19 pandemic has affected all dimensions of day to day life across the world and medical education was no exception. With this study, we aimed to understand the effect of nationwide restrictions on medical education in Qatar, the models of education adopted during this period and perceptions of participants to the same.MethodsWe conducted a cross-sectional study utilizing an online questionnaire distributed via convenience sampling between April–October 2020. Study participants were faculty and trainees in governmental undergraduate and postgraduate medical education institutes. Two sets of questionnaires were designed for each group. They were asked a series of questions to assess pre- and post-COVID pandemic educational practices, their preferred teaching methods, and their familiarity with electronic teaching platforms. Faculty respondents were asked about their perceived barriers to delivery of medical education during the pandemic and their agreement on a 5-point Likert scale on specific elements. Trainees were asked a series of multiple-choice questions to characterize their pre- and post-COVID pandemic educational experiences. Both groups were asked open-ended questions to provide qualitative insights into their answers. Data were analysed using STATA software version 12.0.ResultsMajority of trainees (58.5%) responded that the pandemic has adversely affected medical education at both the undergraduate and postgraduate levels. Trainees (58.5%) and faculty (35.7%) reported an increased reliance on e-learning. Trainees preferred face-to-face education, while faculty preferred a combination of models of education delivery (33.5% versus 37.1%, p = 0.38). Although 52.5% of the faculty had no previous experience of delivering education through e-learning modalities, 58.9% however felt confident in using e-learning software.ConclusionsFaculty and trainees agree that the COVID-19 pandemic has had a significant impact on the provision of medical education and training in Qatar, with an increased dependence on e-learning. As trainee’s prefer face-to-face models of education, we may have to consider restructuring of medical curricula in order to ensure that optimum learning is achieved via e-learning, while at the same time enhancing our use, knowledge and understanding of the e -learning methods. Further research is warranted to assess if these changes have influenced objective educational outcomes like graduation rates or board scores.

A Comparative Cross-sectional Study Of Conventional Versus Virtual Teaching Methods In The Medical Field

Objective: To compare conventional (physical) versus virtual Teaching in the medical field.Place of Study: Department of Anatomy, King Edward Medical University, LahoreStudy Design: A descriptive Cross Seconal Study.Duration of Study: November 2020 to February 2021Methodology: The study was conducted during the covid-19 pandemic, during which physical classes in medical colleges were suspended all over Pakistan. A sample size of 200 MBBS students was selected. A smartphone app was used to recruit students (i.e., WhatsApp). The participants were requested to take part in an anonymous online survey using Google Forms and provide their informed consent. The preferred teaching method chosen by respondents was reported with percentages, and the benefits and drawbacks of in-person and online teaching were considered. To compare the responses of different groups, the Pearson chi-square test was used.Results: Among 200 students, 84.5% preferred Conventional teaching, 08% went for virtual teaching, and 7.5% were interested in both types of teaching methodologies.Conclusion: Most of the students preferred conventional (physical) teaching to virtual learning.