Teaching-learning Methodology Research Articles

The Effectiveness of ECE (Early Clinical Exposure) on the Integration of Basic Knowledge with Type 2 Diabetes Mellitus Clinical Knowledge and Interprofessional Collaboration in Medical Students of Prima Indonesia University

Early Clinical Exposure (ECE) is a teaching-learning methodology that involves exposing medical students to patients or clinical scenarios early in the first year of medical education. In this study, the focus is on fifth-semester students, particularly on the integration of basic knowledge with clinical knowledge of Type 2 Diabetes Mellitus (DMT2), the role of multidisciplinary teams, and interprofessional collaboration. The purpose of this study is to determine the effectiveness of early clinical exposure in integrating basic knowledge with clinical knowledge of DMT2 and knowledge of interprofessional collaboration among medical students at Universitas Prima Indonesia. The method used in this research is a quantitative approach with an experimental design, specifically quasi-experimental research. In this design, 124 fifth-semester medical students from Universitas Prima Indonesia will be given a pretest before participating in Early Clinical Exposure (ECE) and a posttest after completing Early Clinical Exposure (ECE). The results of this study indicate a significant difference in the integration of basic knowledge with clinical knowledge of DMT2 and knowledge of interprofessional collaboration among medical students at Universitas Prima Indonesia, with a p-value of 0.000 (p < 0.05). Therefore, it can be concluded that Early Clinical Exposure (ECE) is effective in improving the integration of basic knowledge with clinical knowledge of DMT2 and knowledge of interprofessional collaboration among medical students at Universitas Prima Indonesia.

MÉTODO TREZENTOS: IMPACTO NO APRENDIZADO DE IMUNOLOGIA – UMA DISCIPLINA DA ÁREA DA SAÚDE

The Three Hundred Method is an active teaching-learning methodology that advocates the construction of learning through peer discussion, from the focus on errors, in a collaborative and mutually advantageous way. Both win in the process: helpers and helped. The work was developed from September/2022 (related to the 2022/1 semester) to June/2024 (related to the 2023/2 semester) for students enrolled in the Immunology discipline of three courses in the health area of the main campus of a federal university in the interior of the state of Minas Gerais, and in the academic semesters of 2022/1 and 2022/2 all students from the three courses participated in the Trezentos Method as a procedural recovery strategy in the discipline. In the following academic semesters (2023/1 and 2023/2) the discipline took place, in the three courses, without the use of the method. The results showed a statistically significant difference between the performance of those who participated in relation to those who did not participate in the method. It is concluded, therefore, that the Trezentos Method is an excellent tool to work on procedural recovery in disciplines in the health area, contributing to the reduction of retention (and consequently dropout) rates that link the various higher education courses in the country.

Gaia-Pachamama: an educational theater performance to foster environmental consciousness

This case study details the development, production, and performance of the theatrical play ‘Gaia-Pachamama: An Environmentalist Parable’, created during the first semester of 2022 as part of an integrated undergraduate and graduate course. The play was presented in the context of an outreach project, engaging professors and students of various ages throughout the creative process, from script conception to performance. It addressed issues related to environmental preservation, reverence for Amerindian culture, the indiscriminate use of pesticides, food consumption and human’s greed. By combining historical aspects, scientific knowledge, indigenous wisdom, and artistic expression, the play aimed to raise awareness and promote reflection on environmental issues. We demonstrated that university professors, researchers, technicians, and students in biological sciences possess creative and communication skills that can be developed in a 45-h course. The play was implemented as an active teaching-learning methodology, on which students became protagonists of their pedagogical process, with professors acting as mentors and facilitators. This method encouraged future teachers of basic education to develop activities integrating art, science, history, culture, body, and emotions. Our approach aligns with the concept of pleasure activism which advocates using joy and creativity as tools for social change.

PROGRESSO DA TECNOLOGIA NOS ESPAÇOS PEDAGÓGICO

Currently, innovation in the teaching-learning process is needed for education to be successfully carried out in educational spaces. Therefore, the main objective of this work is to present a discussion about the teaching and learning process between technologies, methodological innovations and interactivity, bringing examples of innovative methodologies that have changed the educational context. It is known that educational institutions that do not invest in technologies and new methodologies do not attract students to study and, as a consequence, do not advance in relation to those that invest. The methodology used in this study was a bibliographical research carried out on academic sites such as SciELO and Google Scholar with authors of articles and websites between the years 2011 and 2021. In view of what was researched, it is possible to consider that, at present, institutions need to reinvent and, for that, it is necessary to use technologies and new methodologies having as reference schools that have changed their curriculum and methodology, such as the Marist school in Brasília, which makes technology a teaching-learning methodology using instruments and tools that increase and facilitate interaction, providing a more pleasant and attractive learning and teaching.

Effective EFL University Teachers: Measuring Students’ Perceptions

Investigating perceptions of an effective university English as a foreign language (EFL) teacher has been an ongoing topic in the last few years. However, those studies have focused only on teachers’ perceptions, not students’ perceptions, from the Latin American context and mainly based on Likert scales questionnaires. This study aims to determine university students’ perceptions of what they distinguish as effective EFL university teachers. Based on the CEMEDEPU questionnaire, a new instrument called Effective EFL University Teacher (EEFLUT) of 71 items was created and applied to students from an Ecuadorian public university (N=716). A Confirmatory Factor Analysis was conducted using AMOS 21 software to evaluate three models. The third model was chosen as the most accurate amid its great performance. This model has three main dimensions (Personal Qualities, Teaching-Learning Methodology, and Assessment Methodology). The reliability of the instrument was evaluated with the KR-20, which showed that two out of three dimensions presented high reliability of >.900. The findings demonstrate that the students value Personal Qualities (PQ) as the most relevant feature of an effective EFL university teacher above the Teaching-Learning Methodology and Assessment Methodology. These results reflect the importance of the participants attribute to the teacher’s personal qualities as one of the components of their satisfaction in learning language.

Recent advances in teaching-learning methodologies of the Ayurveda education system.

Teaching and learning are two sides of the same coin. Ayurveda, the ancient system of medicine that originated in India, has a long history of teaching and learning methods. In the early days, Ayurvedic knowledge was primarily transmitted through oral tradition, with teachers passing down their knowledge to students through direct communication. Ayurvedic education is increasingly becoming extra-oriented. The current educational system is upgraded by various teaching-learning technologies tovarious factors. The upshot of this is a student-centered outcome. Hence, systematical examination and analysis ofrecent advances in Ayurveda teaching and learning methods is the primary objective of this review. These modern methods complement traditional Ayurvedic teachings, providing students with a well-rounded education that combines ancient wisdom with contemporary technology. The integration of these technologies aims to make Ayurvedic education more dynamic, accessible, and relevant to the evolving needs of students and the healthcare landscape. These methods contribute to the evolution of Ayurvedic education while protecting the fundamental principles and wisdom of Ayurveda.

Active Teaching-learning Methodologies in Higher Education: A Project with the Community

Active teaching-learning methodologies are a reality at the School of Education and Social Sciences of the Polytechnic of Leiria (Portugal), namely through the articulation with institutions of the community. The qualitative research presented in this article intends to analyse the perception of the students who are attending the Higher Professional Technical Course in Sociocultural and Sports Intervention, specifically concerning the importance of these methodologies in a project carried out with the District Hospital of Leiria. During the development of this partnership, 42 students were challenged to collaborate throughout the training process and, at the end, they were asked to write a report, which was considered the data collection instrument. These individual reports include descriptions, analyses and reflections that were processed through content analysis, using categories, and adopting an exploratory approach. The results showed that the students considered that this methodology of teaching-learning allows them to acquire know-what, know-why and know-how competencies. Moreover, they admit that the articulation with external institutions contributes to a better acquisition and mobilisation of practical knowledge that they will be able to apply to different situations, spaces and times in their future professional lives. Keywords: higher education, active teaching-learning methodologies, pedagogic innovation, community intervention, transdisciplinarity

THE TEACHING METHODOLOGIES ON MASTER’S COURSES UNDERTAKEN BY TJPE EMPLOYEES

The education scenario has undergone major transformations in recent decades. This article addresses the master's courses taken by public servants of the Court of Justice of the State of Pernambuco (TJPE) and their status as a requirement for functional progression. It aims to draw attention to an investigation into the teaching-learning methodologies proposed by higher education institutions in the context of these master's degrees. The study gives a brief historical description of stricto sensu postgraduate studies in Brazil; the master's degree in the TJPE environment; and describes the teaching-learning methodologies proposed in this context. Among the results is to have identified a greater frequency of the use of traditional methodologies, although there are institutions that seek to include the use of active methodologies in the course programs, with planning in this sense, with objectives to achieve professional master's degrees that are increasingly significant and closer to the environment of organizations and their needs.

Analysis of Effectiveness of Collaborative Pedagogy Practices

This study analyzes the effectiveness of collaborative teaching and learning strategies to enhance student's educational experience and learning results. Collaborative pedagogy converts the traditional teacher-centered paradigm into a more participatory, student-centered approach, promoting active participation via group work, debates, and collective problem-solving. This study examines existing literature, case studies, and empirical evidence to evaluate the impact of collaborative approaches on student accomplishment, motivation, and the development of fundamental abilities such as critical thinking, communication, and cooperation. The study found that collaborative teaching and learning approaches are essential for strengthening comprehension, increasing information retention, and cultivating superior social skills. The benefits of peer learning, active engagement, and instructor facilitation are highlighted in cultivating a dynamic classroom atmosphere. The study underscores other problems linked to implementing collaborative pedagogy, including resource constraints, dominant teacher-centered cultural norms, and substantial class sizes, especially in poor countries such as Nepal. The acceptance of collaborative pedagogy in Nepal is increasing owing to continuing educational reforms and curricular modifications; nonetheless, many obstacles hinder its extensive implementation. The document emphasizes the need for augmented teacher training, greater infrastructural support, and customized teaching methodologies to use the benefits of collaborative learning properly. The results demonstrate that, when properly implemented, collaborative teaching-learning methodology may substantially improve educational quality and prepare students to confront real-world difficulties.

Effect of narrative photography to improve physical therapy students' learning outcomes when studying heart transplantation: A randomized controlled trial.

Physical therapy students must learn about heart transplantation. They need to know how to care for these patients' emotions and needs. The study aimed to compare the effectiveness of a narrative photography (NP) program and a traditional learning (TL) program in physical therapy students' knowledge, satisfaction, empathy, and moral sensitivity. A two-armed assessor-blinded randomized controlled trial was carried out. One hundred and seventeen physical therapy students participated in the study. They were divided into two groups: (i) NP group (n = 56) and (ii) TL group (n = 61). At the end of the program, NP group's knowledge increased when compared with the TL group (p = 0.02). 90.57% of the sample was very satisfied/satisfied with the NP method, and 88.68% felt that NP helped them to understand the importance of considering subjective realities. In conclusion, NP improved knowledge and satisfaction compared with the TL group. These results suggest that NP may be a useful method to improve the academic outcomes of physical therapy students in the heart transplantation field; thus, NP may be considered a teaching-learning methodology of choice in physical therapy students.

Mathematics Teaching-Learning Methodology and Its Impact on Academic Performance

Mathematical logical thinking is essential for the development of cognitive constructs of complexity, where the symbolic and abstract take shape, hence the importance of teaching-learning of mathematics, however the strategies in the educational process are not always diverse. which may have an impact on academic performance. Objectives: identify the main methodological elements of teaching-learning mathematics and their relationship with academic performance. Methodology: the research was developed based on a quantitative, non-experimental and descriptive approach. An instrument designed with 12 questions was used, whose Cronbach's Alpha validity was .890, indicating internal consistency. The sample was 383 teachers from public and private educational entities, characterized by not having normality with a value of p .000. Results: The type of classes in public and private educational institutions is generally synthetic-analytical libraries, the institutional guide text and sources from institutional are used as guide materials, in addition, educators reinforce memory and understanding in students to enhance learning significantly, they implement problem solving and presentations, and evaluating through tests and projects. Conclusions: the mathematics teaching-learning methodology that the educators of the Sierra regime apply implies a synthetic-analytical modality, in addition, strategies are used that vary according to the type of educational entity.

TPACK based blended learning model to improve engineering graduate attributes – a case study with Kirkpatrick evaluation

PurposeEngineering graduates are expected to have certain attributes in addition to technical expertise that includes development in personal and interpersonal skills with societal concern. Pedagogical strategies have been continuously evolving to improve the graduate attributes. An efficient framework for blended learning that improves the graduate attributes is the need of the hour now.Design/methodology/approachA blended course model based on TPACK is proposed and the same is evaluated with Kirkpatrick evaluation method to assess the attainment of the attributes. A mapping strategy is developed for the relation between course outcomes and graduate attributes. The proposed model is tested with “Microcontroller” course in undergraduate program with students of three consecutive years in three different learning environments: offline, online and blended. The performance of the students in assessments, students’ feedback and their interest towards additional learning, project skills and job recruitment are the different elements taken for analysis.FindingsThe results obtained show that the impact of the proposed blended learning framework in improving the graduate attributes is greater than the offline environments. The analysis is done based on Kirkpatrick evaluation, which demonstrates the improvement in graduate attributes in blended learning by 18% compared to offline mode.Research limitations/implicationsIt is seen that blended learning shall be implemented using TPACK model effectively and the proposed model results in improvement of graduate attributes. Though the findings are good enough, the case study is limited to a particular organization and so, the various underlying parameters may vary for different institutions.Practical implicationsThe methodology proposed is viable in any institution and may be tested for any program. The effectiveness of the blended learning is known and in this case study, the analysis from the course to the level of program is done.Social implicationsThe research work highlights the integration of technology, pedagogy and content knowledge to enhance engineering students' skills. Hence, it explores a new required norms of education, potentially shaping future teaching learning methodologies. By employing the Kirkpatrick evaluation, it offers insights into the model's effectiveness and influences educational practices in the need of the hour.Originality/valueThe proposed method and results signifies an innovative endeavor that combines technological expertise, pedagogical methods and subject matter knowledge to enhance the attributes of engineering graduates. Kirkpatrick evaluation adds a distinct dimension by objectively assessing the model's impact. The results are analyzed from the original data obtained from a particular institution.

Augmented Reality for the Development and Reinforcement of Spatial Skills: A Case Applied to Civil Engineering Students

The architecture, engineering, construction, and operation (AECO) industry has brought transformations within the field. Despite the changes, traditional teaching methods such as analyzing two-dimensional plans and models are still being used in training processes, which do not effectively promote the development of spatial skills. In this context, augmented reality (AR) can be used as a tool to translate two-dimensional information into three-dimensional space. Thus, the present study explores the use of the VT-Platform AR tool to develop and reinforce spatial skills among undergraduate civil engineering students. The study follows a quantitative approach with a descriptive scope and an experimental design. Students in the sanitary engineering subject were divided into two groups: an experimental group and a control group. A short-term teaching-learning methodology was proposed for the experimental group using the VT-Platform AR tool. Both groups took the differential aptitude test (DAT) to measure their spatial skills. The experimental group showed a higher average score compared to the control group, with a difference of 29.8%. Furthermore, the use of the VT-Platform AR tool helped standardize the level of spatial skills within the experimental group. It was concluded that using the VT-Platform AR tool can effectively develop and reinforce spatial skills among students.

A K-means-Teaching Learning based optimization algorithm for parallel machine scheduling problem

With the continuous increase of workshop production scale, traditional heuristic algorithms in solving the scheduling problem have the defects of unsatisfactory computing time and insufficient stability of the solution result. However, data mining has a good performance in solving large-scale scheduling problems. A data mining method was proposed for industrial big data to solve the problem of large-scale parallel machines scheduling. This methodology can obtain an effective initial solution for single-operation parallel machine scheduling problem by exploring the effective information in the historical scheduling data. Based on historical customer orders, the offline learning was used to continuously generate simulated data for learning, which makes up for the shortcomings of insufficient data. A TLBO framework (teaching-learning-based optimization) hybrid K-means algorithm was redesigned to enhance the accuracy of offline learning and the efficiency of data searching. In the online operation part, according to the optimal solutions for high-similarity manufacturing orders are the approximate solutions, the new customer order will be quickly matched with the most similar manufacturing order through similarity calculation, and then and then local search is performed. Finally, the globally optimal solution is obtained after screening. Experimental results show that the hybrid teaching–learning methodology can solve the large-scale parallel machines scheduling problem with a better learning performance and computational efficiency.

Design of intelligent assistive system for physical education: based on personalized training plan

Instead of viewing different components in solitude, teachers' opinion with respect and pedagogical knowledge demands a comprehension of the relationships connecting them. The instructor must be knowledgeable about the subject matter, comprehend the most effective delivery methods for the information, be acquainted with the traits of the children, and be aware of the academic setting to educate in that field effectively. Sport is still undergoing economic, cultural, and ethical change. On the other side, throughout the past century, science has been the sport's most pervasive transformation. Players can now jump higher, run faster, and, importantly—retain their health due to scientific understanding. Even though scholars, organizations, and governments have indeed encouraged physical education instructors to incorporate software in their classes, technology is often employed for routine duties, such as tracking enrollment and assessing, recording, and reporting children’s' progress. In order to estimate posture in physical training, this research proposes a continuous filter convolution neural network. The approach also assesses the learners' understanding, memory, and accomplishments and offers suggestions for enhancements and remedial actions. The framework and conventional teaching-learning methodologies are then compared characteristics per aspect for output criteria. Finally, the classification algorithm is contrasted with other deep learning algorithms, and it is found that the proposed ConFil_CNN achieves 98.5% accuracy, 96.7% of precision, 93.5% of recall, 95.2% of F1-score and 12.4ms of response time.

Serious Games in Medical Education: What it Adds? How to Go about It?

ABSTRACT Medical educators have adopted a number of teaching–learning methodologies to make their sessions interactive considering the need for active engagement of students to strengthen the process of learning. One among them is the use of serious games, wherein digital applications are used to enable the attainment of the intended learning objectives. A wide range of serious games can be designed to target different areas in healthcare training, which cumulatively provide a holistic and engaging approach for students to acquire knowledge and develop skills. Owing to the extensive areas and domains in medical education wherein we can use serious games, the benefits attributed to them are immense. The successful introduction of serious games into the medical curriculum depends on several factors and we must adopt a systematic approach to optimize the benefits. In conclusion, the introduction of serious games into medical education can benefit medical students by helping them master multiple skills required for successful clinical practice. Acknowledging the changing landscapes in medical education, there is an immense need that teachers and administrators to explore the possibility of integrating these games into medical schools.

Design and validation of an instrument to evaluate the workgroup methodology in university students

Workgroup methodology is often used to promote curricular learning. However, the intentionality in choosing a teaching strategy only sometimes has the best achievement in learning. This study aims to develop and validate an instrument (questionnaire) that is easy to apply and allows the professor to evaluate the effectiveness of the workgroup in learning (curricular) development. An exploratory factor analysis was conducted and three constructs were extracted: Practice, Motivation and Effectiveness. The correlation between the constructs indicates a good relationship and dependence between them. The results show that the instrument is valid and reliable, proving that it could be an essential tool to ascertain whether students see workgroup as a factor that promotes their learning and thus allow the professor to monitor and assess this method´s effectiveness in their teaching strategy. This study leads us to consider developing questionnaires to assess students' perceptions of other teaching–learning methodologies.

Reconstructions of the Teaching-Learning Methodology in HEIs for the Execution of NEP

National education policy has extended a new dimension of the teaching-learning process. The Higher Education of India wants to replace the old & and traditional education system which is very lengthy and time-consuming as well as not providing shill development, practical knowledge, vocational jobs, and promotion to new startups. The New National Education Policy is bringing employment orientation education and skill development to the new generation. The paper focuses on changing the mode of Teaching -teaching-learning methodology which assists in the Execution of NEP. The doctrinal research methodology was adopted by the author and collected data from legal documents ministry data and internet data. The delimitation of the paper only covers the area of teaching behaviors of university-level teachers. The results of the paper no doubt NEP has played a greater role in enhancing the mindset of teachers in higher education and universities. Now a day’s education learning process is correlated with the Gamification education system.

Integrating Serious Games into the Medical Curriculum: Recognizing Challenges and Exploring Remedies.

Medical education is complex in nature, acknowledging the fact that the knowledge base is extremely vast and dynamic, and the number of skills that students must acquire during their period of training is also huge. The introduction of serious games in medical education delivery is actually a response to the ever-changing needs of medical education. In fact, the use of serious games in medical education has transformed the learning process and is an eye-catching illustration of a combination of technology and curriculum to strengthen the overall process of attainment of learning outcomes. Owing to the presence of the game factor, students remain motivated and highly engaged. Although medical educators engage themselves in the process of planning and implementation of such games, they are bound to face some challenges. To address these challenges, we must adopt a multipronged approach, including providing required infrastructure, strengthening faculty development programs, and measures to integrate these games into the existing curriculum. In conclusion, serious games are an effective and engaging addition to the teaching-learning methodologies in medical education. Acknowledging the merits of the same, there is an immense need to identify the potential challenges and then work strategically to overcome them and facilitate learning among medical students.

STRATEGY MAPS: EXPLORING CASE STUDY METHODOLOGY THROUGH MART (MALAGA RACING TEAM)

This paper presents the experience developed in the course entitled Organisational Management of the second year of the Degree in Marketing and Market Research at the University of Malaga focused on the development of the strategy map of MART (Malaga Racing Team) for the 2022/23 season. MART, a multidisciplinary team made up of more than eighty students from twenty different undergraduate and postgraduate disciplines at the University of Malaga, participates globally in Formula Student. The proposal is based on the case analysis methodology, encouraging students in this subject to carry out a preliminary diagnosis of MART, define its strategic framework (mission, vision and values), and identify and represent a series of strategic objectives grouped by perspectives (economic-financial, customer-market, internal and learning-growth), together with their corresponding causal relationships. This teaching-learning methodology contributes to the achievement of specific and complementary goals of the subject, providing students with the opportunity to apply the knowledge acquired in a practical environment.