Lecture Instruction Research Articles

Preventif Hipertensi dan Diabetes Mellitus pada Usia Produktif di Kelurahan Sungai Besar

Prevalensi of hypertension in indonesia according to the research and development of health ( balitbankes ) through from basic health research ( riskesdas ) 2018 now about 34,1 % where increase from preceding numbers in 2013 with the rest 25,8 %. The hypertension based on the prevalence of the measurement result to those age over or equal to as many as 18 in city Banjarbaru 32,83 %. In the year 2015 , indonesiaranked 7th top in the world to the total number of diabetics as many as 9.1 million people .In south kalimantan , prevalence of dm it is estimated that approximately 38.113 ( 1.4 % ) people of total population is more 14 years. The target and the outer covering of devotion isit can be used as a teaching lecture promoting the health and could increase as the application of science to the public. A method of activities are 3, first is the preparatory stageimplementation and evaluation. The outcome of the activities activities received responsevery such as the community because so far are still minimal interventions affecting cognitivethe people directly coupled with examination blood pressure and blood sugar. The conclusion of this activity ntusias his communities receive direct information on health especially a disease often happens in public as a preventive manner, early so the team havea good response devotion

Surgical Residents' Perspective on Online Education during COVID-19 Pandemic.

<b> Introduction: </b> The COVID-19 pandemic is an exceptional situation which has rigorously affected surgical education and training worldwide. This current situation has carved innovative ways like online teaching to counter the challenges of the pandemic faced by a surgical resident. However, online teaching is not complimentary to bedside teaching which is a traditional practice. Therefore, we designed this study to assess the residents' perceptive towards online learning as a mode of education which is extensively implemented during the COVID-19 pandemic at our centre. </br></br> <b> Methods:</b> This study was a cross-sectional survey. An online Google survey was circulated among junior residents in the department of General Surgery. This survey included residents' demographic profile, effect on working hours, their perception with online teaching, and effect on their surgical training during the COVID 19 pandemic. </br></br> <b>Results:</b> A total of 95 junior residents participated in this study. Surgical training and teaching was rigorously affected according to most of them and they also believe they have lost crucial training time in their tenure as a surgical resident. A majority found the communication with the faculty during online teaching adequate; however, the main drawback of online classes was the lack of clinical exposure and practical experience. Only 4.2% preferred 100% online teaching in future. </br></br> <b> Conclusion:</b> COVID-19 pandemic has affected surgical training much more as compared to other medical fields. However, we believe online education is still a potential instrument during the COVID-19 pandemic. Online learning platforms can be used in future as a supplement to time-honoured classroom teaching and didactic lectures.

Antennas Up! Laura Nader’s Undergraduate Lecture Courses as Public Anthropology

Abstract While teaching lecture courses at the University of California, Berkeley, Laura Nader taught generations of students to raise their anthropological antennae. This article uses an autoethnographic approach to describe the author’s exposure to anthropology at Berkeley in the nineteen-nineties, gesturing towards the way undergraduate lecture courses play an important but largely underrecognized role in fostering public anthropology. Nader’s lecture courses were particularly effective at this because their focus on pushing students to question dogma and analyze controlling processes offered students a sense of how anthropology could foster critical public discourse. Nader stressed the importance of asking good questions designed to challenge assumptions, finding the right methods to answer those questions, and paying attention to pathways of power. While always questioning received wisdom, ideological assumptions, and Western categories of knowledge, Nader continued to stress the importance of developing straightforward, highly-accessible concepts that captured the attention of students—like Harmony Ideology, trustanoia, controlling processes, and the vertical slice.

Satisfaction Levels, Communication Situations, and Difficulties Encountered by University Students Regarding Distance Education

The aim of this study is to determine university students’ views on planning and conducting lectures in distance education, teaching materials, communication situations, and the difficulties they experience. A descriptive survey model, one of the quantitative research methods, was used in the study. Within the scope of the research, a distance education student satisfaction questionnaire developed based on the experiences of the researcher himself and an information form containing the personal information of the participants were used to collect data. The data collection tool was prepared over Google forms and delivered to 1,632 university students via What Sapp and mail. Since the study was prepared in descriptive and scanning type, descriptive statistics, t-test, and one-way analysis of variance (ANOVA) were used in the analysis of the data obtained. Descriptive statistics were used in the analysis of the first, third, fifth, and sixth questions; T-test and ANOVA were used in the analysis of the second and fourth questions. According to the findings of the research, it is seen that the anxiety of the students participating in the research is concentrated on the lectures and exams. Students with self-discipline overcome this process positively, while students without self-discipline often experience problems.

Effect of dental education on knowledge and clinical behavior of turkish dentists’ regarding oral-systemic health of geriatric patients

Objective: The aim is to evaluate the perspectives of dentists’ clinical approaches in terms of their knowledge and education regarding oral-systemic health relation of geriatric patients with a digital survey. Materials and Methods: The demographics, oral-systemic health-related lectures in participants' dentistry education, the level of awareness of the oral-systemic health relationship, and behaviors related to clinical applications were investigated on a digital platform with 49 multiple-choice questions. The results were analyzed with the SPSS 24.0 program. Results: Of a total of 410 dentists (206 women and 204 men), 23% have doctoral and/or specialty titles. While 93.1% of dentists had taken systemic health-related lectures, 21.3% of them rated these courses as “adequate” and 49.3% as weak. 72% of the participants received medical history only at the initial appointment, while 17.9% of them received it at each appointment. Dentists more often associate diabetes and cardiovascular diseases with periodontitis, compared to the development of dental caries. Dentists who think that they should work with physicians in the treatments of geriatric patients with systemic diseases refer more patients to physicians per year (p < 0.001). Conclusions: Dentists have found the lectures on the relationship between oral-systemic health of geriatric patients in dentistry education inadequate. Besides, there is a lack of information on the effects of systemic diseases on caries development, intra-oral findings, and knowledge on treatment approaches. Dentists believe that defining a curriculum that emphasizes interdisciplinary work and organizing scientific activities in partnership with medical associations will play an important role in establishing awareness of oral-systemic health. Keywords Dental education; Dental health survey; Geriatric dentistry; Interdisciplinary communication; Oral health.

Curriculum Transition From Lecture-Based to Team-Based Learning is Associated With Improved Performance on Internal Medicine In-Training Examination.

Team-based learning (TBL) is an alternative to traditional lectures in graduate medical education, but evidence is scarce regarding its impact on knowledge acquisition and standardized testing performance. We examined the association between resident performance on the Internal Medicine In-Training Examination (IM-ITE) and these 2 educational methods. In 2013, the internal medicine residency program at Albany Medical College transitioned from a lecture-based curriculum to TBL. Residents enrolled in academic years 2011-2012 and 2012-2013 comprised the lecture cohort, and those enrolled in 2015-2016 and 2016-2017 the TBL cohort. Covariates included the type of medical school attended, gender, and United States Medical Licensing Examination Step 2 Clinical Knowledge scores. We performed univariate analysis and multivariable regression to determine the association between covariates and ITE scores. Of 120 residents, 60 were in the lecture cohort and 60 in the TBL cohort. The IM-ITE percent correct scores were higher with TBL than lecture (PGY-1 61.0% vs 55.0%, P < .001; PGY-2 69.0% vs 59.7%, P < .001; PGY-3 73.2% vs 61.7%, P < .001). In a multivariable regression analysis of 3 PGYs combined, the transition from lecture to TBL resulted in an increase in IM-ITE Z-score of 0.415 (P < .001), equivalent to 0.415 SD, when including the effects of all covariates. Compared to a lecture-based curriculum, TBL was associated with improved resident medical knowledge acquisition as evidenced by higher IM-ITE scores.

“A More Personal Way to Learn During Such an Isolating Time”: The Value of Live Lectures in Online Teaching

The COVID-19 pandemic has prompted a shift to online teaching, which has dramatically affected all facets of the student experience. In this practice report, we reflect on the synchronous delivery of a popular final-year module “Face Perception” in a United Kingdom (UK) psychology undergraduate degree. In the module, students learned via live lectures hosted on the virtual learning environment and content was consolidated interactively using online polls and small group discussions. We collected students’ qualitative feedback on the live lecture delivery (n=28), from which we observed three core themes: technology-enhanced engagement, logistical barriers, and togetherness in live lectures. Taken together, this feedback suggests that whilst there are additional technological and logistical challenges that must be navigated in the delivery of “live” online lectures, they can be useful in instilling a sense of togetherness online. This is particularly important, given the threats to student success and engagement that COVID-19 poses.

The Importance of International Collaboration to Enhance Education for Environmental Citizenship

Environmental Education is essential to promote awareness and facilitate the development of environmental citizens. To contribute to the enhancement of environmental awareness, Iceland, Serbia, Bosnia and Herzegovina, and Romania have collaborated in joint educational projects which aim at building capacities on sustainable development, delivering environmental teaching lectures, and developing open educational resources. This article presents past and ongoing collaborations between the mentioned countries, assesses the status of environmental education, and highlights the benefits of international collaboration. For this purpose, information on environmental courses in representative universities from each country was collected, SWOT analyses were performed in each country, and a survey among potential students was carried out. The presented analysis reveals that international collaboration raises environmental awareness and increases the likelihood of becoming environmental citizens.

How does digital context influence interaction in large live online lectures? The case of English-medium instruction

ABSTRACT This paper examines the evolving genre of university lectures. It focuses on synchronous online lectures. The aim of the study is to shed some light on how interaction between teacher and students unfolds in large English-medium instruction (EMI) lectures in the digital context. A qualitative multimodal microanalysis of an episode of interaction was performed from an (inter)action multimodal analysis framework. This preliminary exploratory study reveals the structural and multimodal complexity of interaction in live online lectures. EMI teacher’s semiotic resources combine to make meaning comprehensible in a lingua franca and to engage learners in a virtual context where there is not eye-contact with them. Suggestions are made to undertake contrastive studies on interaction in online and face-to-face lectures that may respond to the need of EMI teacher training. This paper aims to contribute to the literature of this still unexplored academic instructional digital genre.

Comparison of the effectiveness of lecture instruction and virtual reality-based serious gaming instruction on the medical students\u2019 learning outcome about approach to coma

BackgroundNew approaches to e-learning and the use of virtual reality technology and serious game in medical education are on the rise. Therefore, the purpose of this study was to compare the effectiveness of lecture method and virtual reality-based serious gaming (VRBSG) method on students learning outcomes about the approach to coma.MethodsWe adopted a randomized trial method for this study and selected 50 medical students dividing them into experimental and control groups. Students’ learning outcome was measured with a 10-item test. Serious game usability scale was used to evaluate the usability of the serious game. Descriptive and inferential statistics were used for data analysis by SPSS-22 software.ResultsStudents’ familiarity with e-learning and VRBSG was low. The mean usability of a VRBSG was 126.78 ± 10.34 out of 150. The majority of students were eager to be instructed through VRBSG. The mean score of learning outcomes in the experimental group was significantly higher than the control group (t = − 2.457, P = 0.019).ConclusionStudents’ learning outcomes in the VRBSG group in the test approach to coma were significantly better than the lecture group. The usability of the serious game instruction method was high. Taken together, instruction through VRBSG had an effective role in medical students’ learning.

Medical student misconceptions in cardiovascular physiology.

Students find cardiovascular physiology challenging. Misunderstandings can be due to the nature of the subject, the way it is taught, and prior knowledge, which impede learning of new concepts. Some misunderstood concepts can be corrected with teaching (i.e., preconceptions), whereas others are resistant to instruction (i.e., misconceptions). A set of questions, specifically created by a panel of physiology experts to probe difficult cardiovascular concepts, was used to identify preconceptions, misconceptions, and the effect of education level on question performance. The introductory cardiovascular lecture used in this study was created based on these questions. In-class polling of medical students' (n = 736) performance was performed using the Turning-Point clicker response system during lecture instruction. Results were compared with published data from undergraduates (n = 1,076) who completed the same questions but without prior instruction. To our knowledge, there have been no studies directly comparing performance using the same instrument and large numbers of undergraduate and medical students. A higher education level was associated with increased performance (preconceptions), whereas several concepts resistant to instruction (misconceptions) were identified. Findings suggest that prior knowledge interfered with the acquisition of medical knowledge. Based on these results, potential causes for these misconceptions and remedial teaching suggestions are discussed.

Does attending psychiatry teaching lectures change attitude of medical students towards people with mental illness? A longitudinal survey from nepal

AimsThe study aims to compare the attitude of early clinical year medical students towards people with mental illness at the beginning and the end of their psychiatry teaching schedule. It hypothesizes that long exposure to psychiatry lectures can help to reduce the negative attitude.BackgroundHealth professionals are also known to harbour negative attitude towards people with mental illness. Reducing stigma among medical students is crucial to shape the attitude of future health professionals towards people with mental illness. However, the effect of Psychiatry training on the attitude of the medical students shows mixed results.MethodIt was a prospective longitudinal study conducted among fourth year medical students affiliated with a teaching hospital in Southern Nepal as an initiative to improve quality of Psychiatry training for medical students. The students who gave their consent for participation were assessed for their attitude at the beginning, after the first two introductory lectures and at the end of the Psychiatry lecture-based teaching schedule (36 two weekly lectures in 5 month period), using self-administered 16-item Mental Illness Clinician's Attitudes Scale (MICA-2) ‘medical students version’ questionnaire in English language. Permission was taken from the author of the study to use the scale. IRB approval was taken prior to the study.ResultA total of 95 (approx. 67%) students participated in the study. At the first follow-up i.e. second week, (n = 85), there was no significant difference in negative attitude as assessed by MICA score (p = 0.47). However, at six months follow-up (n = 82), the negative attitude significantly differed compared to the baseline (p &lt; 0.001).ConclusionWhile brief lectures about mental illness can provide some knowledge about mental illness, long term exposure to psychiatry lectures can reduce attitude of medical students on people with mental illness. Hence, it is also crucial to incorporate academic contents that reduce negative attitude about people with mental illness.Financial declaration: The study was self-funded by the department of Psychiatry at National Medical College and Teaching Hospital, Parsa, Nepal.

Efficacy of medical students’ virtual dermatology curriculum

To the Editor: With the COVID-19 pandemic and subsequent moratorium on away rotations, many third- and fourth-year medical students have not been able to fulfill their clinical experiences, particularly outside of their home institution. Dermatology is a specialty that is well-positioned for didactic lecture instruction as well as remote consultations with patients, given the accessibility of cutaneous disease. Online dermatology curricula have been shown to be effective teaching tools for medical students and residents in primary care specialties.

HIGHER STUDENTS’ ABILITY IN WRITING NARRATIVE TEXT ON THEIR BLOG

The aim of this study was describing higher students’ ability in writing narration text on their blog. This study method is descriptive quantitative. The data was collected from the 30 higher students in mathematic department of education faculty in Universitas Tompotika Luwuk by asking them to write narration text on their blog. The students were asked to write narration text on their blog that they had chosen. In analyzing the data, I focus on ideas, richness of content, rhetorical features, organization, language control, and mechanism. From the data analyzed, it found that the students’ ability is 399,31 or 66,55% which is classified as high category. From the data calculation, I found that the students’ writing components are as follow: ideas is 98 or 65,33%, richness of content is 86 or 57,33%, rhetorical features is 121 or 80,66%, organization is 90 or 60%, language control is 83 or 55,33%, and mechanism is 121 or 80,66%. This study result implicates as contribution for the lecture, teacher, and students in teaching and learning narration text

The effect of woman health nursing problem-based learning on self-efficacy, self-directed learning and problem-solving ability

This study examined the effect of woman health nursing problem-based learning program for nursing students on self-efficacy, self-directed learning and problem-solving ability. It is a quasi-experimental study for pre/post-test design of a nonequivalent control group. An experimental group and a control group had 43 participants each for this study (n = 86). This test operated the Problem-Based Learning (PBL) program for the experimental group and gave a lecture instruction class to the control group. The two groups were surveyed to check the effect of the program on self-efficacy, self-directed learning and problem-solving ability at the same time by the pre/post-test. Thus, it was found out that the problem-solving ability was p = .001 and the self-efficacy was p = .005, which meant that the PBL program had significantly influenced. Therefore, it is implied that the PBL program can be helpful to problem-solving ability and self-efficacy of woman health nursing learning.

Prediction Chart: A Tool in Enhancing Reading Comprehension

Reading is considered as one of the essential components of the macro-skills in Linguistics and it is one of the various language skills that a learner must possess. It is an acquired skill for which the individual has the unique ability to pursue meaning from the text. Given this definition, the main purpose therefore of reading is comprehension, and without it, reading does not take place. The study assessed the effectiveness of prediction chart in enhancing the reading comprehension of Grade 12 students of University of Cebu Lapu-lapu Mandaue, Mandaue City, Cebu, S.Y. 2019-2020. The study employed a quasi-experimental design. The research subjects of the study were 46 Grade 12 students. These subjects were grouped into two heterogeneous groups: the control group and experimental group. The experimental group were the only subjects exposed to the use of prediction chart, using the interventional material “My Father Goes to Court” by Carlos Bulosan, while the control group were exposed to the traditional classroom instruction using the same intervention material. A researcher-made questionnaire was utilized to assess the effectiveness of prediction chart. Based on the study results, the control group's pretest performance has a significant difference from their posttest performance. This implies that the use of the traditional classroom instruction or pure lecture does not enhance the reading comprehension of the control group. In contrary, pretest performances of experimental group significantly differ from their posttest performances. Thus, the study concluded that the use of prediction chart in enhancing the reading comprehension of grade 12 students is effective. With this premise, the students can develop higher order thinking skills (HOTS) and camaraderie while learning as they step higher on their level of education.

Comparison of seminar and lecture as teaching method and student perception on the seminar and lecture in medical education

&lt;p&gt;&lt;strong&gt;Background:&lt;/strong&gt; The current teaching methodology in medical education is mostly lecture. Many studies have mentioned that lectures alone are ineffective in bringing up student interaction and skills. Published literature reports that students are willing to accept innovative and interactive teaching methodologies. A study was conducted to compare the seminar vs. lectures in medical teaching and to describe perception of medical students about seminar and lecture.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods&lt;/strong&gt;: For comparison between seminar and lecture 88 participants from third MBBS students were randomly assigned for the Seminar and lecture methods including cross over technique by splitting the topic of leprosy into two parts. We conducted pre and post-tests after each session for both groups with the same questionnaire with total score of 36 for 36 questions. For opinion study we used a simple closed ended questionnaire on perception of on the two teaching methods. Data was analysed using SPSS software for computation of mean differences in the score and chi square proportions appropriately.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results&lt;/strong&gt;: Least significant difference post hoc test indicates difference in the teaching methods. Mean score difference between pre and post-tests in both methods demonstrate that seminar is effective teaching method (p&amp;lt;0.05). Seminar evoked interest, provided more opportunities interact. In both methodologies schematic arrangement of the topic and improvement in communication skills was similar.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions&lt;/strong&gt;: Seminar was effective than didactic lecture interest and active participation as well as improves the ability to understand. To impart effective learning a combination of different teaching methods have to be used.&lt;/p&gt;

Perception of Undergraduate Dental Students toward Online Lectures during COVID-19 Lockdown Period

Aim and objective: The study aimed to assess the perception of undergraduate dental students toward online lectures during the coronavirus disease-2019 (COVID-19) lockdown period. Materials and methods: A questionnaire using a 3-point Likert scale was distributed to 400 undergraduate dental students of a dental institute. The survey form distribution and data collection were done using Google Forms. The data were entered into an excel spreadsheet and analyzed using SPSS version 15. Chi-square test and Fischer’s exact test were applied to know the association of perception of undergraduate dental students toward online lectures with gender and their year of course. Results: A total of 356 students responded to the survey with a response rate of 89%. While the majority of students (77.8%) had a good experience in understanding online lectures, only 18% of students found online lectures to be more impactful than classroom lectures. Also, a statistically significant difference was found among students in a different year of the course (p = 0.04). Approximately 49% of the students with a higher number of males (69.6%) as compared to females (43.9%) felt that online lectures needed further improvement to support their learning (p = 0.001). While 58% of students preferred the inclusion of online lectures in future dental education, 76.4% of students said that they would prefer a combination of both online lectures and classroom lectures. Conclusion: Students had a positive response toward online lectures. However, based on the results, it can be concluded that the e-learning system needs further improvement to support students’ learning and it can only be considered as an adjunct to traditional classroom lectures. Clinical significance: The concept of online teaching was explored globally in view of the pandemic of COVID-19. The use of online lectures, webinars, and continuing dental education was very helpful and informative for dental students. The curriculum and teaching were possible even in lockdown, maintaining social distancing. Thus, this study helps to find out the perception and understanding of dental students toward online lectures and teaching during the COVID-19 pandemic. © Jaypee Brothers Medical Publishers. 2021.

Learning how to read? the value of lectures in the context of HE English Literature

The increasing pace of change in today’s teaching and learning, the challenging employability environments and the plethora of new technologies now at the disposal of teachers may seem to render obsolete the older teaching and learning methodologies. However, this reflective case study suggests that one of the oldest delivery modes of all, the lecture, remains a relevant and potentially valuable way of connecting with and supporting students in their learning, particularly in subjects where students are expected to read at length or otherwise to engage with extended and complex discursive modes. This case study offers evidence and arguments for reconsidering the role of lectures in teaching and learning higher education English Literature, taking as its evidence base levels 4 and 6 undergraduate English Literature modules delivered in 2017-18 and 2018-19 at the University of Greenwich. Rather than dismissing – as does much recent research – lectures as encouraging ‘passive’ learning, this reflective study proposes lecturing as a teaching methodology with unique potential.

Two-dimensional integration approach to teaching cardiovascular physiology: effectiveness and students\u2019 perspectives

BackgroundPre-clerkship medical curriculums consist of a series of organ system-based courses and lectures but often lack an integration between organ systems. Such integration could be beneficial for clerkship years and students’ future career. Hence, we aimed to share our process of organising an integrative teaching approach in a large class of pre-clerkship medical students and to reflect the students’ perspective toward the teaching process in this observational study. In addition, we tested effectiveness of this integrative approach compared with the traditional teaching (lecture).MethodsWe organised a two-dimensional (2D)-integrative teaching for 309 students in selected topics of cardiovascular physiology of the medical curriculum of the Faculty of Medicine, Chulalongkorn University, Thailand. The first dimension of integration is the incorporation of physiology of other organ systems into the cardiovascular physiology class. The second is the integration of multiple teaching methods and strategies, including small group discussion, student presentation, wrap-up, quiz, and question-and-answer sessions. Unless opting out, students evaluated this integrative teaching by filling in a questionnaire. The summative scores were also used to determine their comprehensive understandings of the content.ResultsThe course evaluation showed that most students (81.9–91.2%) had positive attitudes toward all organised sessions, i.e. this teaching method helps promote their basic and applied physiology knowledge, critical thinking, information searching, presentation, and teamwork skills. In general, students at all performance levels attained higher scores in the summative exam for the 2D-integrative-class–relevant questions (74.4±16.1%) than for the lecture-pertinent questions (65.2±13.6%).ConclusionsIn a large class size of pre-clerkship students, 2D-integrative teaching strategies with careful planning and preparation can be successfully implemented, based on positive attitudes and relatively high summative scores of students in this study. Hence, this comprehensive teaching could be incorporated in current medical curriculums, particularly for the complex learning topics.