Teaching-learning Methodology Research Articles

Performance Analysis of Conventional and Innovative Teaching Learning Methodologies in Engineering

Imparting engineering education to millennial learners is a challenge for the educators. An innovative teaching method, namely, MILA (Multiple Interactive Learning Algorithm), was developed and implemented for an experimental set of learners of second year undergraduate learners of Electronics and Communication Engineering. The one-hour class session was broken into three twenty minutes sub sessions. Activity for each sub session was planned for effective learning. Revision period was included before the summative assessment. The performance of learners was assessed for a period of one semester, by way of Internal Assessments and End Semester Examination. The learners were observed to be very enthusiastic in learning and actively participated in the activities. The level of understanding the concepts improved which was evident in the end semester results. The learners who underwent conventional methods of teaching gave a pass percentage of 76.26, while the experimental set of learners gave a pass percentage of 84.03. Thus, proving the need for a paradigm shift. Keywords— Multiple Interactive Learning Algorithm (MILA), Active learning, T- Test

Impact of COVID-19 lockdown on utilization of massive open online courses among medical students in Tamil Nadu- a cross-sectional study

Background: The massive open online courses are one of the blooming and innovative teaching-learning methodologies in the field of medical science. The current study aimed to assess the utilization of massive open online courses among medical students in Perambalur during the COVID-19 lockdown.Methods: The cross-sectional study was conducted among medical students using a structured questionnaire from June 2021 to November 2021. The questionnaire focused on knowledge and perception about MOOC, motivators, and barriers to enrolment in MOOC and the level of satisfaction in MOOC courses. Following assessment, univariate and bivariate analysis of data was performed using statistical software and the results were summarized.Results: The mean age of medical students were 21 years and most of the students were in the first (28.2%) and second year (21.9%). 55.7% of medical students had heard about MOOC and 69.1% of students had enrolled on any one of the online courses. Among those enrolled, 271 students (60.6%) completed the course. The year of study was significantly associated with enrolment to MOOC (p=0.007). The mean age of enrolled students (20.6 years) was lower compared to those not enrolled (20.93 years).Conclusions: The knowledge and perception among medical students about MOOCs were optimal but utilization and course completion were not satisfactory when the students near their undergraduate course completion. Based on government action, it is evident that MOOC will be one of the major teaching-learning methodologies in the near future and this study will serve as a guiding tool to identify the major motivators and barriers to the utilization of MOOC among medical students.

Dietary Pattern of School-Going Children during COVID-19 Pandemic

Background: School age is the foundation of human life. A healthy and balanced diet plays a major role in the proper growth development of the body as well as the mind. Only a balanced diet can provide all the macro and micronutrients. Covid 19 has impacted each and every human being in some or another manner. School-going children had to cope with new encounters involving online teaching-learning methodology and social distancing. As a result, these children have undergone mental and psychological trauma. This led them to follow faulty dietary habits, which would have long time impact on their health.
 Aim and Objectives: In the present survey, an attempt has been made to compile a report on the dietary intake of school-going children in the Roopnagar district of Punjab, India.
 Methodology: For the purpose sample of 100 students (7 to 12 years) was selected from four development blocks of district Roopnagar, and the cluster sampling method was adopted for data collection. A detailed pretested questionnaire on the dietary habits of children was used.
 Results: 59% of children were vegetarian, 32% were non-vegetarian, and 9% were eggetarian. Study findings showed that children preferred some of the items such as wheat, rice, sugar, rajma, black gram, green gram, potato, tomato, onion, apple, banana, and grapes over other food items in the same food group.
 Conclusion: Results showed that children do not consume a variety of food items, and some selected food items only resulting low dietary diversity and food variety.

Students' preferences regarding teaching methodology in dental education - a cross-sectional study.

The goal of dental education is to prepare competent ethical professionals with critical thinking, reasoning and analyzing skills along with ability of application of clinical skills and judgement in treating a patient. The present study was designed with the objective to elicit the preferences of dental students regarding the utility of the prevailing teaching and learning methods and teaching aids. A cross-sectional study was conducted among undergraduate dental students. Study population consisted of 382 dental students. A self-designed close-ended questionnaire written in English was constructed specifically for the study. The questionnaire was divided into two sections. Information regarding various teaching and learning methods both in theory and practical/clinical classes was obtained from the students. Results were calculated using numbers and percentages only. The mean age of the students was 20.49 + 2.4 years. Problem based learning (PBL) was rated very useful by 76% (290) and useful by 24% (92) of subjects. Performing clinical/practical procedure individually rather than in group was rated very useful by 31% (118) of subjects. Use of power-point along with the blackboard was rated as the most useful method by 95% (363) of subjects. Majority of subjects (61%, 233) felt that 40 minutes duration of lecture was more useful as compared to 30 minutes. Our study concludes that dental students prefer active teaching learning methodologies and combination of audiovisual aids. Hence it is suggested that collaboration of different active teaching methods and aids should be adopted by the teachers in order to enhance the student learning process.

Application of teaching-learning methodologies for the conceptual design of a Vertical Garden mobilization system using MMF

The project consisted of design and construction of a mechanical prototype that allows the growth of vegetables in a rotary vertical garden. For the vegetables to grow properly, the structure of the prototype rotates in order to provide them homogeneous sunlight. Currently, the movement of vertical structures is carried out with motors and mechanical transmission systems; however, in this case it was to carry it out with shape memory materials (SMMs), which could rotate the system with the application of electric current, hot air or sunlight. During the development of the prototype, it was possible to use previously designed equipment where experiments can be carried out to characterize the behaviour of the SMMs, applying different voltages to them. This work shows the methodology used to involve students, from two institutions, in the design stages, taking advantage of experimental tests, digital resources on the internet; as well as the application of active methodologies such as project-based learning and flipped classroom. Finally, a proposal is presented for the remote operation of the equipment used in the characterization of the materials and their use as learning technics.

Technology acceptance for online teaching-learning: perspectives of teachers from higher education in India

ABSTRACT The sudden outbreak of the Covid-19 pandemic resulted in a transition to an online teaching-learning (OTL) methodology, forcing India’s institutions to adopt it. The present study investigates OTL’s acceptance by faculty instructors/teachers employed in India’s higher educational institutions using the technology acceptance model (TAM). A survey of 433 respondents studied the intention to use OTL by teachers. The study considered India’s higher educational institutions and utilized web-based questionnaire survey methods for collecting the responses. The study found support for OTL’s perceived usefulness and the perceived ease of use, facilitating conditions to be significant determinants for attitude towards the use of technology by users. The study introduced service conditions related to the faculty instructor/teacher’s employment in the higher educational institutions and its bearing on their work routine. The study did not find service conditions as a significant determinant of attitude towards using OTL technology. The results present evidence of a valid model to predict technology acceptance among India’s teachers.

Early Clinical Exposure

Background: Early clinical exposure (ECE) is a teaching–learning methodology which promotes the acquaintance of dental students to patients during their initial 1st year of learning. It comprehends in a socioclinical perspective which supplements learning of correlation of health and disease as well as the role of the clinician. Materials and Methods: Study population includes a Cohort of 96 students of 1st year of Bachelor of Dental Sciences (I BDS). From I BDS, 48 students (Group A = interventional group) were selected as cases and 48 as controls (Group B = control group) by simple random sampling. Group A students were exposed to a module of ECE prepared in a clinical/hospital setting. Group B students were exposed to didactic learning of the selected content of syllabus. After intervention, the students' understanding of the topic for both Group A and B was evaluated by a prepared questionnaire (posttest). The effectiveness of this adjunct learning tool ECE was calculated using the absolute learning gain (ALG), relative learning gain (RLG), and normalized gain. Results: The significantly enhanced posttest score was observed in Group A (7.72 ± 1.42) as compared to Group B (4.08 ± 0.64). The ALG, RLG, and normalized gain were higher with ECE as an adjunct learning tool as compared to didactic learning. On analysis of the perceptions after feedback, it was observed that overall, 92.05% of the students strongly agreed that the ECE was a very appreciable, practically oriented teaching–learning tool and validated the better learning experience. Conclusion: ECE could be a better and effective adjunct teaching–learning tool in the dental discipline.

Cultural Competence in the nursing, dentistry, and medicine professional curricula: a qualitative review

BackgroundCultural competence development in the formative process of healthcare professionals is crucial for the provision of culturally appropriate health care. This educational issue is highly relevant in the growing multicultural composition of southern Chile. The objective of this study was to examine how the healthcare professions curricula at the Universidad de La Frontera, in La Araucanía Region, prepares future professionals to respond to patients' cultural needs.MethodA sequential transformative mixed methods design composed of two phases was carried out. Phase 1 reviewed all printed material and documentation to explore content that developed cross-cultural skills and competencies in the curricula. In Phase 2 semi-structured interviews were conducted with academics with responsibilities for the development of the curriculum in each career, to detect how academics envisage the incorporation of cultural competence in the curricula.ResultsRegarding curricular contents, findings indicated that the healthcare professions curricula at The Universidad de La Frontera have similar approaches to the inclusion of CCT in subjects’ syllabuses, with inclusion of the different CCT, particularly in the Dental and Medical curricula. However, this coverage showed significant variations in the undergraduate healthcare curricula. The analysis revealed that themes around the Ethics and human values for professional practice; the Psychosocial and cultural determinants of health; the Relationship health-family-community, and to a lesser extent, the Clinician-patient relationship were well covered in the courses. On the other hand, Inequalities in health was the theme with the least contact time in all three courses.Academics called for a better organisation of the inclusion of CCT in the curricula. They also highlighted the challenges of maintaining the dominant paradigm underlying healthcare models, practices, and orientations within the academic staff and health discipline.ConclusionCurricula contents findings indicate that the healthcare professions curricula at Universidad de La Frontera have similar approaches to the inclusion of CCT in subjects’ syllabuses. However, its depth of coverage allows for improvements. The systematization of CCT and teaching–learning methodologies in healthcare professions curricula is necessary to develop formative processes that allow future professionals to be aware of and respectful with patients’ cultural characteristics and needs.

Flipped Classroom (FCR) as an Effective Teaching-Learning Module for a Large Classroom: A Mixed-Method Approach.

Flipped classroom (FCR) is one of the emerging active teaching-learning methods in the medical profession. Its potential for achieving learning objectives, especially in the scenario of a large classroom, especially in medical schools, has not been convincingly demonstrated. This study was designed to establish FCR model conduction and its overall utility as a teaching-learning methodology for undergraduate medical students in large classroom settings using a mixed-method approach using quantitative (assessment scores) and qualitative criteria (subjective feedback from students and teachers).FCR was conducted for a batch of 170 first-year medical students for a hematology topic. Pre- and post-assessments (based on all the cognitive learning domains) were done to quantify the objective improvement after exposure to the FCR. In addition, subjective feedback from both students and teachers was taken on a validated feedback survey to decipher the qualitative benefits of the FCR.Comparing pre- and post-assessment scores, there was a significant improvement after the FCR session, especially in the low performers. There was optimistic feedback from students and teachers regarding the utility of FCR as a teaching-learning module.FCR as a teaching-learning module was feasible and effective, and the users seemed primarily satisfied. Although there is a higher workload for students and teachers, still FCR is an effective teaching-learning module for a large classroom.

Impact of the Pandemic on STEAM Disciplines in the Sixth Grade of Primary Education.

The demand for professionals entering the labor market requires knowledge and disciplines in the areas of Science, Technology, Engineering, Art and Mathematics (STEAM). Schools are the first link to train competent students for today’s society. However, the pandemic has conditioned the teaching–learning methodologies based on promoting STEAM in educational centers, which is the reason that leads us to carry out this study. The main objective of the research is to evaluate the STEAM dimensions in the sixth grade of primary education in times of pandemic. The study method is based on a quasi-experimental, descriptive and correlational design with an experimental group and a control group. The data are collected through a validated questionnaire, pre-test and post-test, which develops an assessment of student collaboration in STEAM activities. The sample is made up of 142 Spanish students, of which 68 belong to the control group and 74 to the experimental group. The conclusions of the study highlight that the active methodologies, based on computational thinking and on makerspaces of the future classroom, influenced the STEAM dimensions of the experimental group before the pandemic. However, the pandemic and the health restrictions in face-to-face classes led to a negative assessment of the experimental group in the STEAM dimensions.

Impact of Service-Learning on Physiotherapy Students: Exercise Programs for Patients with Heart Transplantation and Acute Coronary Syndrome-A Randomized Clinical Trial.

Introduction. Service-learning (SL) seems to be useful for healthcare students. This study aimed at comparing an SL program versus a traditional approach (TA) on moral sensitivity, ethical competences, knowledge, teaching quality, SL participation and performance, and satisfaction in physiotherapy students. Methods. Randomized clinical trial. A total of 32 physiotherapy students were allocated to an SL group (SLG, n = 16), or to a TA group (TAG, n = 16). Participants had to create an exercise program for patients with heart transplantation and acute coronary syndrome. The SLG performed the program with real patients, whilst the TAG performed a traditional collaborative approach. Moral sensitivity, ethical competences, knowledge and teaching quality were assessed pre- and post-intervention. SL participation and performance and satisfaction of the SLG were assessed post-intervention. Results. After the intervention, the SLG showed higher moral sensitivity, ethical competences, knowledge and reported better teaching quality than the TAG. The SL program was useful, addressed a real need, contributed to learning, helped to solve problems, facilitated better comprehension, increased motivation, and students would like to use SL in other subjects. Conclusions. The SL program had a positive impact on students, encouraging the implementation of similar SL interventions. SL may be considered a teaching–learning methodology of choice in physiotherapy students.

Impact of Content and Language Integrated Learning on Students' Speaking Proficiency at Primary Level in Khyber Pakhtunkhwa

There are different teaching-learning methodologies being used by practitioners. Content and Learning Integrated Learning (CLIL) is one of the emerging language teaching methods. This method is a dual-learning approach which focuses on language learning and content knowledge at the same time. The present research study is about CLIL's impact on the students' speaking proficiency at the primary level in Khyber Pakhtunkhwa. The researchers selected grade fifth students for the research. The respondents of the study were 24 in number, divided into two groups, i.e., experimental and control groups. The pre-speaking test was administered to both groups before the intervention. After the pre- speaking test, the experimental group was intervened with the CLIL method. The data analyzed through SPSS showed a significant difference between the scores of post-tests of the control and experimental group. Similarly, very little difference was found in the results of the pre-test and post-test of the control group which showed that CLIL had a positive impact on speaking proficiency at the primary level in Khyber Pakhtunkhwa. The present study recommended that CLIL should be implemented at a large scale for learning the English language.

Perception of Medical Students Regarding TU-IOM MBBS Curriculum and Teaching Learning Methods in Nepal

Background The present Bachelor of Medicine and Bachelor of Surgery (MBBS) curriculum under Tribhuvan University - Institute of Medicine (TU-IOM) was last revised twelve-years back. Though the curriculum was built upon internationally approved recommendations on curriculum design, it is ineffectively practiced in most medical schools of Nepal with major focus on didactic teaching-learning. The curriculum, hence, needs effective implementation and revision.
 Objective To identify the strengths, weaknesses, and areas of improvement in the medical curriculum through student-based feedback and outline the possibility of incorporating newer evidence-based teaching-learning methodologies in Nepal.
 Method This is a descriptive and cross-sectional study. With appropriate ethical approval, a questionnaire was developed and disseminated virtually to all medical students of Nepal under TU from MBBS fourth year onwards. The questionnaire comprised of Likert and close-ended questions. The data analysis was followed after receiving the filled questionnaire through Google forms.
 Result A total of 337 respondents participated in the study. The most effectively implemented components out of the SPICES model were Integrated learning (I) and Community-based learning (C), with 73.89% and 68.84% responses. There were 94.7% (319) students who favored the incorporation of research in the core curriculum. Only 34.2% (115) students found PowerPoint lectures, the most utilized form of teaching-learning in Nepal, as engaging. The respondents (84.6%) showed a high degree of readiness to incorporate newer evidence-based teaching-learning tools such as flipped learning, blended learning, and peer-to-peer learning.
 Conclusion This study shows that effective interventions must be rethought on various aspects of the curriculum, taking students’ feedback on the table while considering curricular revision.

What More to do to Make Online Teaching an Attractive and Effective Tool for Medical Students? An Experience from a Rural Tertiary Care Institute in Haryana State, India

Introduction: Though online teaching-learning methodology is not a new way of transferring knowledge and skill, however pandemic of COVID-19 has made it more relevant to all fields. Medical education is majorly dependent on patients and related resources. However, the current pandemic has pushed the medical fraternity to use online methods. Understanding the perception of end-users (medical students) may help get the best out of this methodology. Hence, we planned this study to know medical students' perception of the online teaching-learning methodology. Methods: The present cross-sectional study was executed among the undergraduate medical students, from the first year to final year, of Bhagat Phool Singh, Government Medical College for Women, Khanpur Kalan, Sonepat of Haryana state, India. The data were collected through a semi-structured questionnaire sent to all students as a link to Google form. The study sample was selected through stratified random sampling. We assumed every batch of students as a stratum and randomly selected 25 students from each batch; hence, data analysis from 100 students was conducted. Results: Most participants found the online teaching-learning methodology comfortable, time and money-saving. However, almost all of them refuted online methods for clinical or bedside teaching. Family distractions, internet connectivity, physical discomfort, isolated feeling, and poor interaction among peers were reported as barriers to online methods. Conclusions:Selective use of online teaching-learning methodology with inbuilt peer interaction has enormous potential in medical education.

Creation of a Digital Learning Ecosystem Using Research-Based Learning for Future Programming Teachers

Training future programming teachers requires an innovative approach. Not only students need to handle the most current trends in technologies and teaching-learning methodologies, but also they must develop the capacity and criteria to search and select the most adequate to their context. This work analyzes the application of a collaborative Research-Based Learning methodology in the Programming subject of a master's degree in teacher training. The objective was to create a digital learning ecosystem and analyze the impact on the development of programming teaching skills. The results show that students perceive positive effects on the development of teaching skills, generating useful resources. However, teamwork has conditioned the quality of such resources. The digital ecosystem has allowed students to share knowledge with their peers and forthcoming students. Students who already had the generated ecosystem available valued it very positively. Future programming teachers require lifelong learning which can be supported by this living ecosystem.

Implementation of Service-Learning as a Strategy to Foster Intercultural Coexistence in the Local Community: A Case Study

Service-learning (SL) is a participatory teaching–learning methodology through which students learn certain content while also meeting a number of real social needs in their environment. The implementation of SL in different areas and educational stages has been extensively described. However, its potential as a community and intercultural development strategy at the local level has not been widely studied. Through a documentary analysis, the present work sought to understand the characteristics of socio-educational interventions, which, based on the service-learning methodology, aim at improving coexistence in local communities with a high degree of cultural diversity. A total of 18 projects were included in a community programme implemented in the municipality of Elche (Spain) between 2010 and 2016. They all focused or included the promotion of intercultural coexistence among their objectives. The study design was quantitative, with a descriptive and explanatory, univariate and bivariate analysis using the IBM Statistical Package for Social Sciences 26. The results showed that service-learning can contribute to the improvement of intercultural coexistence. Moreover, a number of SL basic, pedagogical and organisational components are enhanced when integrated into broader community development processes.

Embedding social accountability in the medical school and its curricula: Patan Academy of Health Sciences, Nepal

Introduction: Patan Academy of Health Sciences (PAHS) was established in 2008 with a social accountability mandate and the mission to produce competent and committed health professionals to serve the rural and underserved population. Enrolment of undergraduate medical students started from 2010. This article describes the context and process for the establishment of the Academy, the approaches taken and some of the early outputs.
 Method: The information was collected from the policy documents, PAHS website, meeting minutes/ discussions, feedbacks and medial school records. All the information were compiled and presented under different headings/subheadings in a phase wise manner.
 Result: PAHS has been actively engaged in a multitude of partnerships from local to global and has chosen the best and most applicable innovations from around the world. The integrated suite of innovations the Academy has developed includes its admission policy, teaching-learning methodologies, community-based learning, scholarship-schemes and service bonds. The PAHS School of Medicine has successfully enrolled undergraduate medical students from all over the country, representing ethnic diversity, remote/rural background, underprivileged communities and gender balance. More than 50% graduates from the first five-batches are successfully deployed into primary level peripheral health facilities of the government health system.
 Conclusion: The initial reports and observations confirm that the integrated measures taken by the Academy have been effective in enrolling the right students, educating them in an effective way and deploying them to address the country's need. A longer follow-up on rural retention and performance evaluation is needed to conclusively establish the outcome of the school.

The use of active teaching-learning methodologies as an appealing tool for admission to the medical school in Lagarto campus

Since 2009 the Federal University of Sergipe, Campus Professor Antônio Garcia Filho, located in the city of Lagarto, uses the so-called active methodologies on Health Courses. This article aims to question a group of beginners in the Medical School (class 2021.1) about how the use of active methodologies was decisive in the choice of the course and Campus. To data collection, we interviewed students and conducted a document analysis, interpreted by discourse analysis approach. As a result, we identified in the participants' speeches that those methodologies were decisive in their choices and they believed that active methodologies will better prepare them for a new moment in Medicine, highlighting that the appealing based on the belief that they are capable of promoting the formation of a “distinguished” physician. Finally, we point out the need for a critical look on active methodologies in the sense that they can provide opportunities for educational participation, paradoxically, they can support the neoliberal logic.

Perception Of Medical Students Towards Online Teaching: A Questionnaire Study

Background: The COVID -19, a novel coronavirus disease spreading across the globe, most countries including India have ordered the closure of all educational institutions which has put the academic calendar to a functional standstill. The pandemic forced many institutions to shift to online mode using Google meet, Zoom, Microsoft teams, etc. The teaching-learning methodologies have been revamped globally due to the covid outbreak that many schools and teachers around the world are coping with alternative ways for delivery of instructions. In spite of its multiple advantages, there are quite a few limitations faced by online teaching such as lack of student-teacher interaction, social isolation, network connectivity issues, etc. The deviation from traditional teaching to online teaching prompted this study to assess the perceptions of students towards online learning. Aim: The purpose of the study was to determine the perceptions of medical students towards online teaching during the lockdown Materials and Methods: After obtaining approval from the institutional ethical committee, the questionnaire-based study was conducted on 150 first-year medical students of Adichunchanagiri Institute of medical sciences, B G Nagara. The data obtained were statistically analyzed and tabulated. Results: Responses have clearly shown that students prefer the traditional method of teaching such as lecture, discussion, etc. over online classes due to multiple issues faced during online teaching. Conclusion: Online teaching is the most common method and the best platform to keep learners/students engaged and safe during the lockdown period for Covid-19. Despite being in the technological era, students are still more inclined towards face-to-face teaching rather than e-teaching due to various reasons. Administration and faculty members should take appropriate measures to improve e-teaching quality and help students in better learning. KEY WORDS: Perception, Students, online teaching.

Bibliometric Analysis of Global Research Output on Teaching and Learning of Human Anatomy

The study and teaching of human anatomy is one of the cornerstones of education of basis science in health professionals. The aim of this study was to present a bibliometric analysis of the global outputs of research on the teaching and learning of human anatomy in the last two decades. The Scopus database was used to search and retrieve studies related to this topic between 2001 and February 10, 2021. A total of 10,481 documents were found through a systematic search strategy. A growing trend in publishing research results was evidenced, starting in 2001 with a considerable increase between 2012 and 2015. Four clusters were identified in studies related to teaching-learning methodologies of human anatomy. These clusters correspond to traditional methods and emerging methodologies such as the use of information and communication technologies, 3D impressions and diagnostic images. In addition, the results of this study indicate that the United States, the United Kingdom and Germany were the countries with the highest production in the number of publications on this topic. Although new methodologies have been included in teaching and learning human anatomy, such as the use of information and communication technologies, the trend in these processes continues to be mediated by the traditional method of cadaveric dissection. However, there is an increase in the immersion of virtual resources as part of these methodologies that should be integrated.