Group Teaching Research Articles

THE CURRENT SITUATION OF APPLYING GROUP TEACHING METHOD IN GEOGRAPHY EDUCATION IN HIGH SCHOOLS IN THANH HOA PROVINCE

THE CURRENT SITUATION OF APPLYING GROUP TEACHING METHOD IN GEOGRAPHY EDUCATION IN HIGH SCHOOLS IN THANH HOA PROVINCE

Application effect of the online and offline mixed education mode in nursing practice based on the SMCR communication model.

To explore the application effect of the online and offline mixed teaching mode in nursing practice teaching based on the Source Message Channel Receiver (SMCR) communication model. By using the convenience sampling method, 15 nursing students who practiced their internship in the Department of Critical Care Medicine at Beijing Friendship Hospital affiliated to Capital Medical University for 4 weeks, from 1 April 2022 to 31 December 2023, were selected as the experimental group. A total of 16 nursing students who practiced in the same hospital in 2021 were selected as the control group. The control group used traditional teaching mode for teaching, and the experimental group used the online and offline teaching mode for teaching. The theoretical and practical achievements, competency, and teaching satisfaction of the two groups of nursing students were compared and analyzed after the internship. The theoretical knowledge, operational performance, competence of the nurses, and satisfaction with the teaching in the experimental group were higher than those of the control group (P < 0.05). Based on the SMCR communication model, exploring the online and offline mixed teaching mode plays an important role in the teaching process of nursing practice, which can not only effectively improve the comprehensive performance of nursing students but also help to improve their satisfaction with teaching and has a positive impact on the cultivation of high-quality nursing talents.

Grammar teaching in inclusive learning groups. A reconstructive analysis of subject-specific teaching

Abstract This article argues that the relationship between subject-related and social participation is of paramount importance for inclusion-oriented subject teaching research. Firstly, subject teaching is understood as a social practice that is characterised by a specific complexity of the temporal, social and subject-related dimensions of teaching. Secondly, it is assumed that enabling and hindering subject-related and social participation in the practice of teaching is one of the most central analytical attitudes of inclusion-oriented subject teaching research. This is exemplified by empirical analyses of grammar lessons using the methodology of the documentary method.

Training Workshop on Teaching/Learning in Health Professions Education for Medical Teachers: Feedback of the Participants

Background: For enhancing teaching skills of faculty members, 3-day Training Workshop on Teaching/Learning in Health Profession Education was organized at Bilwal Medical College Liaquat University of Medical and Health Sciences Jamshoro Sindh Pakistan. Main objective of the study was to assess feedback of the participants at New World Kirkpatrick’s Model level 1 and 2. Methods: This was cross-sectional study conducted using self-administered questionnaire. The questionnaire had 5-parts; 1) Demographics; 2) Rating of participants on attributes of training workshop at scale 1-10 (1=poor, 10=excellent); 3) Confidence level of the participants on skills learned in specific session at Likert scale 1-4 (1=Not-confident, 4=Extremely-Confident) on retro-pre-questionnaire; 4) Open-ended questions on strengths of workshop and 5) areas for improvement. The data was analyzed for central tendency. The data of retro-pre-questionnaire was normally distributed, so, t-test used for comparison of means. Data of open-ended questions was sorted manually. Results: The rating on attributes of training workshop i.e. usefulness (8.59±1.18), content (8.53±1.12), relevance (8.59±1.23) and facilitation (9.18±0.95) was notable and overall (8.82±0.95) too. The perceived confidence level of participants was significantly (&lt; 0.001) enhanced on five Skills Learned in Specific Sessions of Training Workshop: developing learning objectives (before 2.24±0.44, after 3.29±0.47 ); developing effective PowerPoint presentation (before 2.59±0.51, after 3.06±0.56), conducting large group teaching (before 2.53±0.72, after 3.12±0.60), developing lesson plan for teaching (before 2.12±0.60, after 3.18±0.64), and conducting small group teaching (before 2.76±0.75, after 3.41±0.51) Conclusion: Overall reaction of the participants was constructive and their confidence level was significantly enhanced on specific skills related to teaching/learning.

Comparison of Traditional lecture and Interactive Teaching Methods in Large Group Teaching of Non Communicable Diseases- A Quasi Experimental Study

Comparison of Traditional lecture and Interactive Teaching Methods in Large Group Teaching of Non Communicable Diseases- A Quasi Experimental Study

A Study on the Impact of Khan Academy Videos: Enhancing Grade 11 Thermodynamics Learning in a Rural High School

In the realm of science education, traditional teaching methods face challenges in catering to diverse learning preferences. This study investigates the efficacy of Khan Academy Videos (KAVs) in improving educational quality, specifically in rural thermodynamics instruction. The research involved 88 students and one teacher, with one group taught using traditional methods (control group [CG]) and the other using KAVs (experimental group [EG]). Results show significant improvements in learning outcomes and engagement with KAV integration, with EG scores improving by 61% compared to 31% in the CG. Pre-tests and post-tests were conducted to establish baseline understanding and measure academic performance, while a mixed-method approach analyzed results and feedback. Findings indicate that KAV integration positively influences student performance, offering valuable enhancements for resource-limited rural schools. This study underscores the transformative potential of KAV-integrated teaching in addressing educational challenges and elevating teaching quality.

Learning Revolution: The Positive Impact of Computer Simulations on Science Achievement in Madrasah Ibtidaiyah

Purpose of the study: This study aimed to investigate the impact of using computer simulation media on the learning achievement of elementary school students in Natural Sciences, particularly focusing on fourth-grade students at Madrasah Ibtidaiyah Ma'arif Global Blotongan Salatiga. Methodology: The study employed a quasi-experimental design using computer simulation media for experimental group teaching and conventional methods for the control group. The sample was taken using a purposive sampling technique, in which two classes were selected from the class IV population, namely one class as the experimental group and one class as the control group. Each class consists of 30 students. Data collection involved pre-tests, post-tests, and questionnaires to measure student interest and motivation. Analysis was conducted using descriptive and inferential statistical methods. Main Findings: The study found a significant increase in learning achievement among students who used computer simulation media compared to those who did not. Post-test results revealed higher scores for the experimental group. Questionnaire responses indicated increased student interest and motivation in the experimental group. Novelty/Originality of this study: This study contributes to the existing literature by specifically examining the effectiveness of computer simulation media in enhancing learning outcomes in Natural Sciences among elementary school students in a Madrasah setting. It fills a gap in research by providing empirical evidence of the positive impact of such media on student performance and motivation, thus advocating for the integration of technology in primary education.

Peran Mata Kuliah Microteaching Dalam Mengembangkan Keterampilan Dasar Mengajar Mahasiswa Program Studi Pendidikan Sejarah STKIP Sinar Pancasila

Microteaching is one of the courses that must be programmed by all students in the history education study program, in the sixth semester as a prerequisite before students go to school to carry out practical field experiences. The micro teaching course is a very vital activity for every student at the Teaching Faculty, and fulfills the need to be able to position himself completely and professionally in the teaching field. The aim of this microteaching course is to train basic teaching skills and prepare students in the history education study program as prospective teachers to face full teaching work in the classroom by having the knowledge, skills, abilities and attitudes as professional teachers. The role of lecturers in microteaching courses and student activity in learning activities is very important. In Micro Teaching learning activities, there are 10 basic skills that are really needed by a prospective teacher, including, 1) skills to open learning, 2) skills to explain, 3) skills to provide variations, 4) skills to ask questions, 5) skills to guide group discussions, 6) skills in guiding group discussions, 6) small group and individual teaching skills, 7) class management skills, 8) reinforcement skills, 9) skills in using media or tools, and 10) skills in closing learning. This research uses a qualitative descriptive method, where the data obtained is processed in narrative form.

The perception and association between depression and academic stress among female undergraduate nursing students: a cross-sectional study.

Academic demands and stressors put nursing students at increasing risk of depression. The aims of the study examine the perceived level of depression and academic stress and investigate the association between these variables among nursing students in Saudi Arabia. A cross-sectional design was used in this study. Data was collected using depression subscale from DASS-21 scale and the Academic Stress Inventory scale. A total of 237 students participated in the study. Nursing students perceived normal to mild levels of depression. Students perceived moderate levels of academic stress in all subscales, except for time management and test stress which were high. All academic stress subscales had a positive statistically significant correlation with depression. The regression model explains 49.0% of the variance in the depression scale and indicated that the main significant predictor of depression is studying in group stress, followed by self-inflected stress, study year, and sleep problem. The mean score of depression for first year students was significantly different than students in other study years. Nurse educators should facilitate group formation and teach students about time-management, problem-solving, negotiation, and coping strategies to deal with academic expectations and demanding situations. Understanding the causes, limiting the exposure to negative influences, and seeking support as needed are important. To enhance the quality of sleep, students should maintain a consistent sleep schedule, while avoiding stimulating activities before bedtime. Future research should focus on a longitudinal study and other variables such as quality of life, satisfaction with the quality of teaching, and support from others.

Perspectives of undergraduate medical students regarding competency-based curriculum.

Background The competency-based undergraduate medical curriculum has a number of new elements. Few authors have attempted to understand the students' viewpoints on the curriculum. We assessed undergraduate students perspectives and ratings about various elements after 2 years of implementation of the curriculum. Methods We included 240 students (2019 and 2020 admission). An invitation letter-cum-information sheet was sent to all the students by email informing them about the study, keeping their identity confidential and the implied consent. A validated questionnaire based on a 5-point Likert scale including 35 closed-ended questions eliciting the students' perception on various elements of the new curriculum and a rating scale from 1 to 5 was designed. Data collection was done using Google forms. Results Of the 240 respondents, 192 (80%) had positive perceptions for the Foundation Course, Attitude, Ethics and Communication skills, Early Clinical Exposure and Community Health Visits. Integrated Teaching, Small Group Teaching and Assessments were viewed less positively (62.9%-75%) and Self-directed Learning received the lowest positive responses (57%-58%). For training as a doctor, the elements considered most valuable were Early Clinical Exposure (70.4%) and Community Health Visits (70.4%) while the least were Logbooks (35.5%) and Reflections (34.2%). Conclusions Students found Early Clinical Exposure and Community Health Visits the most valuable elements whereas Self-directed Learning, Logbooks and Reflections were rated as the least useful.

Pengetahuan Siswa Tentang Metamorfosis: Metode Ceramah Vs Metode Diskusi Pada Strategi Pembelajaran Dan Motivasi Belajar

This research aims to evaluate the effectiveness of the lecture method and discussion method in influencing students' knowledge about metamorphosis, as well as their impact on learning strategies and learning motivation. The research sample consisted of class VII students who were divided into two groups: the first group was taught using the lecture method, while the second group was taught using the discussion method. Experimental design research method. The results showed that the group taught using the discussion method obtained significantly higher scores than the lecture group, indicating a better increase in knowledge about metamorphosis. In addition, students in the discussion group showed more effective learning strategies and higher learning motivation than the lecture group. These findings emphasize the importance of learning methods that involve active student participation, such as discussions, in increasing students' mastery of concepts, learning strategies, and motivation to learn about the topic of metamorphosis.

Mother-Child Approach to Cervical Cancer Prevention in a Low Resource Setting: The Cameroon Baptist Convention Health Services Story.

The rates of cervical cancer screening in Cameroon are unknown and HPV vaccination coverage for age-appropriate youths is reported at 5%. To implement the mother-child approach to cervical cancer prevention (cervical screening by HPV testing for mothers and HPV vaccination for daughters) in Meskine, Far North, Cameroon. After the sensitization of the Meskine-Maroua region using education and a press-release by the Minister of Public Health, a 5-day mother-child campaign took place at Meskine Baptist Hospital. The Ampfire HPV Testing was free for 500 women and vaccination was free for age-appropriate children through the EPI program. Nurses trained in cervical cancer education conducted group teaching sessions prior to having each woman retrieve a personal sample. Self-collected samples were analyzed for HPV the same day. All women with positive tests were assessed using VIA-VILI and treated as appropriate for precancers. 505 women were screened, and 92 children vaccinated (34 boys and 58 girls). Of those screened, 401 (79.4%) were aged 30-49 years old; 415 (82%) married; 348 (69%) no education. Of the HPV positive cases (101): 9 (5.9%) were HPV 16, 11 (10.1%) HPV 18, 74 (73%) HPV of 13 other types. Those who were both HPV and VIA-VILI positive were treated by thermal ablation (63%) or LEEP (25%). The mother-child approach is an excellent method to maximize primary and secondary prevention against cervical cancer.

Is the lecture dead? Medical students’ perspectives on reconciling live lectures and 21st‐century learning

AbstractThis chapter describes a literature review evaluating five innovative health professions education approaches to large group teaching and presents student perspectives regarding their implementation.

Defining a set of teaching EPAs tailored to an undergraduate medical curriculum using a modified Delphi approach

BackgroundThe concept of entrustable professional activities (EPAs) has recently been extended to operationalize professional tasks in teacher training and faculty development in health professions education. The aim of this study is to report on the process and results of defining a set of teaching EPAs (t-EPAs) tailored to the local characteristics of a particular undergraduate medical program.MethodsThe undergraduate medical program at the Charité – Universitätsmedizin Berlin is competency-based, integrates thematic modules and spans 6 years. A writing team identified teaching EPAs based on the program’s study regulations and drafted content descriptions with titles, specifications and knowledge, skills and attitudes. Content validation involved a modified Delphi procedure with a systematic, iterative interaction between a panel of content experts consisting of purposively selected educators and physicians from our faculty (n = 11) and the writing team. The threshold for a consensus was an agreement of 80% of the participants.ResultsAfter two Delphi rounds, a consensus was reached regarding the teaching activities to be included and their content descriptions. The response rate was 100% in both Delphi rounds. The Delphi results include the content descriptions of a total of 13 teaching EPAs, organized into the two overarching EPA domains of classroom-based (n = 10) and workplace-based (n = 3) activities. Tailoring the classroom EPAs to small group teaching and the workplace EPAs to supervising medical students led to several distinct EPAs. Another feature was the development of 2 teaching EPAs for interdisciplinary teaching.ConclusionsIn systematic, Delphi-based process, we defined a set of 13 distinct teaching EPAs tailored to a specific undergraduate medical program that cover the core teaching tasks for faculty in this program. Our report on the principles of the process and the results may guide other medical schools and educators in defining and tailoring teaching EPAs according to their contexts.

THE IMPERATIVE OF REFORMS IN TEACHING FOREIGN LANGUAGES TO ADULTS: A METHODOLOGICAL NECESSITY AND SOCIAL TREND

This article studies the imperative of reforms in teaching foreign languages to adults both from the social point of view and methodological needs of the particular process of foreign language teaching for representatives of a special age group. The starting point of the article is the authors` own experimental research in the form of a questionnaire, which, as the target audience, conducted a survey of people aged 45+ studying at or graduated from foreign language courses as a part of integration programs (the survey was conducted among relocants from Ukraine after February 24, 2022) finding out what factors contributed / did not contribute to their success and psychological comfort in language learning. The second part of the study presents the results of a survey of teachers who work in foreign language courses attached to higher educational institutions of Ukraine and presents their point of view on the difficulties of teaching in mixed age groups and in groups dominated by people over 40 years. The purpose of the article is to show that in order to fulfill the social tasks that modern society places on the study of foreign languages by older people, changes in methodological approaches to the stated process are necessary.

Exploring student response systems for large group teaching: a tale of engagement at scale

PurposeThis paper is a case study of student response systems used in large-class teaching. It considers the benefits, including the engagement of students and academic gains such as reduced administration. The constraints and impacts in classroom teaching are noted, drawing upon the experience of two teachers with their learning captured as a means of dissemination of practice to support other teachers who may be considering adopting and later adapting such practices (Gribble and Beckmann, 2023).Design/methodology/approachAn autoethnographical account was undertaken using an action-learning approach as a sense-making exercise. These accounts enabled a depth of insight beyond the anecdotal evidence experienced by an individual teacher alone.FindingsThe findings show that while student response systems have constraints, these can be addressed by putting pedagogical concerns in front of any technology deployment, reaping benefits for students and teachers. Once engaged in using the system, students become more willing to enter further discussions. However, the limitations of both systems indicate that there may be a need for multiple systems to be available based on the pedagogical needs of the class.Practical implicationsThe exploration of student response systems and outcomes of positive engagement by students in classroom settings provides insight to those wishing to explore such systems for use in large-class teaching settings.Originality/valueThis work extends discussions surrounding interactivity using student response systems. Additionally, practical insights from the users into their experiences with their students in using such systems provide alternatives for engagement in delivering large-class learning at scale.

Improving antibiotic stewardship in an acute medical unit

Antibiotic resistance is related to the incorrect/inappropriate use of antibiotics.In 2019, there were nearly 5 million deaths associated with bacterialantimicrobial resistance across 204 countries. There has been anincrease in antibiotic prescription within secondary care by about 4.8%since the COVID-19 pandemic. Appropriate use of antibiotics reducesthe risk of antibiotic resistance and attendant morbidity and mortality.The aim was to improve compliance with trust guidelines when prescribingantibiotics as well as documentation of antibiotic indication andreview date.A retrospective study was conducted for patients admitted to AMUin October ‘22 who had been prescribed antibiotics as part of theirmanagement. Clinical information regarding the appropriateness of theantibiotic and documentation of the indication and review by date wasobtained. Interventions used were one-on-one teaching, group teaching,as well as posters put up throughout the department. We worked withtrust pharmacy and QI department and then completed the Plan-Do-Study-Act cycle.Post intervention, 12% of the patients admitted had received antibioticsfor non-infectious illness compared with 26% in the 1st cycle, 48%had antibiotics prescribed according to micro-guide, compared with41.6% pre-intervention, and 5% had indications documented on EPMA,compared with none previously. These were published at the trust SharedLearning Bulletin. Overall, there has been a positive change in attitudetowards the prescription of antibiotics, with more attention paid to indicationand review-by date.

Research on the Reform and Practice of the "Three Teachings" in IoT Dual High-Standard Professional Group Based on the PAD Class Model

The PAD Class Model, proposed by Professor Zhang Xuexin of Fudan University in 2014, is an innovative teaching methodology. Its core lies in dividing classroom time into two halves, with one half dedicated to teachers imparting knowledge and the other half left for students to engage in interactive discussion and learning. Given the characteristics of the IoT Dual High-Standard Professional Group, such as interdisciplinary nature, practical orientation, innovative thinking, and team collaboration, as well as the practical need for the "Three Teachings" reform outlined in the "Vocational Education 20 Guidelines ", this study focuses primarily on teaching methodology reform, complemented by reforms in teaching materials and teachers. The PAD Class Model was applied to the "Computer Networks" course. The practical results show that this teaching model significantly improves classroom effectiveness and achieves remarkable outcomes in promoting the "Three Teachings" reform, providing new ideas and directions for education and teaching in the IoT Dual High-Standard Professional Group.

Pengenalan Metode Tilawati pada Jama’ah Pengajian Musholla Nurul Iman di Desa Mekar Sari Kecamatan Tanjung Raya Kabupaten Mesuji Provinsi Lampung

This article contains the results of research during the community service period in Mekar Sari Village, Tanjung Raya District, Mesuji Regency, Lampung Province. Based on the results of observations when participating in the routine recitation activities of the Nurul Iman prayer room, there are several problems and one of them is the lack of interest in learning and reading the Koran by mothers in Mekar Sari village which is one of the problems that is the focus of this article's research. The use of inappropriate methods in a lesson can cause learning outcomes to be less than optimal. The application of the tilawati method is an alternative in increasing the motivation and ability of mothers to read the Qur'an. The principle of teaching the Qur'an using the tilawati method is that it is taught practically using the rost song, taught in a classical manner, taught in groups with reading and listening techniques using the Al-Qur'an. The implementation of Al-Qur'an learning using the tilawati method in the prayer congregation of the Nurul Iman musholla has had the effect of changing the ability of mothers to read the Al-Qur'an. Supporting factors and inhibiting factors for learning the Qur'an with the tilawati method are influenced by technical and field conditions, as well as the conditions of the recitation congregation. From this it is hoped that the interest and ability of the women in the prayer congregation at the Nurul Iman prayer room can increase so that learning outcomes are more effective and of good quality.

Teaching for Enhancing Diverse Mixed Age Group Learning in West Bengal

Efficient teaching is dependent on some components, such as student and teacher attentiveness, communication and planning of teachers,’ utilised instructional methods, quality-oriented resources, quality of interactions allowed in the classrooms, and others. There are unified teaching methods in the system of education. As the required and diversified learner in this contemporary era, teachers have to utilise a variety of teaching methods for quality education. One of them is mixed-age group teaching, which consists of detailed instruction for developing the mindset of students. Researchers, through this article, wanted to explain a conceptual overview of the mixed age group teaching background, benefit, and how it is useful for diverse learners. This study has significant implications for students, teachers, teacher educators, academic instructors, researchers, curriculum designers, and others.