Tutorial Groups Research Articles

Remembering Ken Newton

Remembering Ken Newton

Remembering Ken Newton

Remembering Ken Newton

A task-based learning strategy in preclinical medical education.

Preclinical task-based learning (TskBL) is a simulated learning approach in which the focus for students is a real task done by a medical professional. TskBL includes standardized patient encounters and is helpful to provide early clinical exposure. Our study aimed at planning, implementing, and assessing TskBL among first-year medical students and comparing it to the conventional method of tutorials in the physiology MBBS curriculum. This is a nonequivalent group quasi-experimental study approved by the institutional ethics committee. TskBL was conducted for seven topics among first-year medical students of Kasturba Medical College, Mangalore for three academic years. Participants were divided into a TskBL group and a control group. Both groups attended the theory classes in physiology, practical sessions, and clinical examinations concerning the tasks. After this, the TskBL group underwent TskBL, and the control group underwent tutorials. Pretest and posttest assessments were conducted by using a multiple choice question (MCQ) test and objective structured clinical examinations (OSCEs).The mean TskBL scores for MCQ (exception: hypertension, myasthenia gravis, and chronic obstructive pulmonary disease) and OSCE (exception: anemia and hypertension) were significantly higher than the tutorial group. Pretest and posttest scores revealed significantly higher MCQ and OSCE scores for TskBL (exception: MCQ score for hypertension and chronic obstructive pulmonary disease). The tutorial group did not show a significant improvement in test scores for all the tasks. The TskBL strategy could be used for topics that are likely to be encountered by the students during clinical attachments. Small group teaching can include TskBL in preference to tutorials to provide early clinical exposure in medical schools.

Implementation trial of a cognitive behavioural therapy programme for reducing student stress in the final year of secondary school.

The final year of secondary school has been shown to be associated with heightened student stress. Psychological interventions have been shown to be effective in reducing and preventing distress in students during this school period, although the widespread adoption of these interventions into school settings is limited. There have been recent calls for research to examine the implementation success of evidence-based programmes when used by schools in school settings. The present study aimed to evaluate the implementation success of an evidence-based cognitive-behavioural therapy programme (Study without Stress) using the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework. At one Australian high school, all tutor group teachers were trained by the school counsellor to deliver the programme in standard school classes to students in the lead up to their final year of secondary school. Students (n = 80) and teachers (n = 11) reported on programme success against the RE-AIM framework at pre-intervention, post-intervention, and three-month follow-up. The findings indicated that SWOS was implemented successfully by the school. SWOS was associated with maintaining student stress levels at normal levels over time, as well as reducing the severity of stress for initially highly distressed students. The findings provide evidence from implementation science that SWOS can be adapted and delivered effectively by school staff to manage stress in final year secondary school students.

Pharmacist-Led Education for Final Year Medical Students: A Pilot Study.

Background: Prescribing is a core skillset for medical officers. Prescribing errors or deficiencies can lead to patient harm and increased healthcare costs. There is an undefined role for pharmacist-led education to final year medical students to improve prescribing skills.Aim: Assess if pharmacist-led education on prescription writing improves the quality and safety of final year medical students' prescribing skills.Method: Participants and Intervention: Final year medical students were randomised into tutorial (TG) or non-tutorial groups (NTG) and assessed pre- and post- intervention. TG received education by a clinical pharmacist and pharmacy educator using case-based learning. NTG received no additional training as per usual practice. Following the pre-test, all students completed a 3-week tertiary hospital medical ward placement. Students completed the post-test following placement and after the TG participated in the intervention.Student Assessment: Assessment included writing Schedule 4 (S4, prescription only), Schedule 8 (S8, controlled drug), S4 streamline (S4SL), and Mixed case (S4 and S8) prescriptions.Results: At baseline, there were no significant differences between TG and NTG for overall scores or proportion of passes. Post intervention scores significantly improved in TG (p = 0.012) whereas scores significantly decreased in the NTG (p = 0.004). The overall proportion of passes was significantly higher in the TG than NTG (p < 0.001).Conclusion: Education by a clinical pharmacist improved short-term prescribing skills of final year medical students in this study. Students learning primarily experientially from peers and rotational supervisors showed decreased prescribing skills. We propose pharmacist-led education on prescription writing should be further evaluated in larger studies across more student cohorts and for longer periods of follow up time to clarify whether such an educational model could be included in future medical school curricula.

The Relationship Pattern of Internet Usage Frequency, Generation Z Characteristics, and Teaching Method in the Millennium Era

Generation Z students mount challenges to develop teaching methods in the millennium era due to their diverse characteristics from the previous generation as they are proficient in utilizing the internet, less attentive to each other and the environment, prefer immediate things regardless of all complex processes they shall go through. This study aims to seek the relationship pattern between Generation Z clusters, teaching methods, and internet usage frequency. This study involved 222 junior high school students in Jakarta. The two-step cluster, cross-tabulation, and correspondence analysis were used for data analysis. The method used is correspondence analysis. The findings indicated that internet usage frequency has a significant relationship with Generation Z clusters and teaching methods. The results concluded that students who use the internet less than five hours prefer the full tutorial method and group assignments, and those who use the internet more than five hours prefer tutorial and field assignments

Using community diagnosis on primary care placements for medical students

ABSTRACT Background: Over 35 years ago Julian Tudor Hart highlighted how medical undergraduate education needed to adapt to produce clinicians who were better situated in communities. However, we still struggle to engage medical students in understanding the social and environmental determinants of health, the value population level data and public health interventions. Our approach: Third year medical students carried out a community diagnosis project where they evaluated quantitative, qualitative and observational data for the community in which they were living. They examined Public Health England fingertips data to choose a topic, gathered and evaluated further information, considered potential solutions, and created a 5-min presentation for their small group tutorial. The students were supported by GP tutors from East London, allowing a novel role for GP tutors to teach on this topic. Evaluation: GP tutors and students gave positive feedback on both the design and delivery of the module. Students frequently made the link between their previous theoretical teaching in public health and the application of it in the GPCD module, appreciated the value of investigating their local area and commented upon the opportunity to consider the wider determinants of health. The GP tutors felt the project gave the students an insight into the lived realities of others. Conclusions: This module was an effective cross-collaborative approach between primary care and public health. It gave a practical application to build on previous theoretical public health learning, and evidence of transformational learning for the students, helping them to understand the impact of health inequalities.

The effects of standing in tutorial group meetings on learning: A randomized controlled trial.

Standing desks have been brought into the education environment to reduce sedentary behavior among students. The current study explored the effects of standing in tutorial group meetings on learning among undergraduate students. Ninety-six participants were randomly allocated to a Sit or Stand group, with 2h tutorial group meetings scheduled, once or twice per week, for nine weeks. Learning was analyzed using exam grades, concept maps, and tutorial interactions. Overall, the Sit and Stand groups did not differ from each other in terms of learning, measured through their exam, concept map, and the use of learning-oriented interactions. Standing in tutorial group meetings neither enhanced nor compromised learning. Considering the health risks associated with prolonged sedentary behavior, offering standing tutorial group meetings to undergraduate students is a recommended solution to break up prolonged sedentary behavior and encourage more physical activity, while maintaining the learning performance of students.

Small Group Tutorial Curriculum During Third Year Surgical Clerkship and Identification of Surgical Role Models.

Identification of surgical mentors is associated with medical student interest in surgical careers. Small group learning has been a fundamental component of the surgical clerkship at the University of North Carolina (UNC) School of Medicine for 14years. The curriculum was standardized on 2018 and has long been hypothesized to facilitate mentoring relationships. In this brief report, we administered a survey that assessed the relationship between students and surgical faculty serving as small group tutors. Analysis was performed by descriptive statistics and chi-square analysis. The survey yielded an 18.8% response rate. Greater than 50% of students identified their tutor as a surgical role model. Greater than 60% of students affirmed that their tutor at least somewhat influenced their interest in surgery. Larger longitudinal studies with higher response rates are needed to assess relationships over time, and if these relationships ultimately correlate with applications made to surgical residency programs.

Teaching space-group diagrams to chemistry students through a peer-tutoring approach.

Peer tutoring is a teaching strategy that offers a creative way of getting students more involved and accountable for their own learning in college-level chemistry courses. The authors have found that the 'Symmetry and Space Group Tutorial' [Jasinski & Foxman (2007). Symmetry and Space Group Tutorial, V1.55. http://people.brandeis.edu/~foxman1/teaching/indexpr.html] lends itself well to a peer-tutoring approach in a crystallography course for chemistry students. This in-class activity provides an opportunity for students to learn space-group diagrams, understand basic symmetry concepts, organize what they have learned, and explain it to their peers, which leads to a deeper overall understanding of the subject. We report on our experience in planning peer tutoring, advise on best practices, and demonstrate the positive impact on student learning and engagement.

Effects of Peer Tutoring to The Learning Outcomes in Exponential Expressions of Grade 8 Students

&lt;p&gt;&lt;em&gt;Achieving the learning outcomes set for the classroom is the main goal of instruction. Todays’ teachers utilize various methods to achieve optimum learning for the students. This study investigated the effect of peer tutoring strategy on the students’ achievement in solving exponential expressions. It also determined the students’ persistent errors in solving given exponential expressions. This study employed a quasi-experimental design and two intact classes randomly assigned to an experimental and control group. A validated 10-item test (α=.75) was utilized as the main instrument. Results revealed that students in the peer tutoring group performed better than in the lecture group. Moreover, the peer tutoring strategy significantly improved the learning outcomes of students in the experimental group. It is recommended that peer tutoring strategy may be used by mathematics teachers to improve their students' performance in the subject matter. Implications address the need to explore other teaching strategies suited for students in the Mathematics classroom&lt;/em&gt;.&lt;/p&gt;

PELATIHAN PEMBUATAN MEDIA PEMBELAJARAN DALAM RANGKA MENEMUKAN KONSEP MATEMATIS

This activity aims to provide training to students at the Otto Iskandar Dinata Foundation, in making learning media use finding mathematical concepts. Through this training, it is hoped that students at the Orphanage of Iotto Iskandar Dinata Foundation will be able to make learning media and find mathematical concepts from these media. Participants in this training are children of the orphanage at the Wisma Karya Bakti Foundation, otto Iskandar Dinata, who are in the junior high school (SMP) level. The method used is in the form of material delivery and assistance in making learning media through group discussions and tutorials. The results of this training activity are in the form of students' motivation in learning, students are able to find mathematical concepts from the media they make. The results of the distributed response questionnaire showed that 90% of students understood the training material, 88% were satisfied with the guidance, and 89% stated that they were satisfied with the method used by the instructor to provide assistance. The obstacles faced are the limited training time, so that additional time is needed so that the results can be maximized. Key words: Learning media, Mathematical concepts

Technology “Reading and Writing for Critical Thinking” As a Resource for Developing Students' Self Skills

At a time when the pace of changes in all spheres of human life is increasing and the future is predicted only tentatively, young people have to be prepared for their future life on the basis of analytical and critical thinking. The paper presents an analysis of the main ideas underlying the concept of using the technology “Reading and writing for critical thinking” by teachers in order to form some components of the self- skills competencies in their pupils: self-determination, independence, and self-organization skills. Teachers can use open learning technologies, including the technology “Reading and writing for critical thinking”, to develop these skills in their students. The choice of this particular technology is facilitated by the use of the basic principles of this technology (cooperation, mutual responsibility, rejection of possessing the truth, active communication, reflection), as well as a wide range of strategies and specific methods presented in it. The article also analyses the possibilities of using the technology “Reading and writing for critical thinking” in a tutor’s work. The authors have made an attempt to correlate each technological stage with a certain stage of the tutor’s activity: creation of an open educational environment, implementation of educational navigation, and scaling. The article is devoted to the characteristics of the textual educational environment as a condition of self-skills formation in students within the framework of individual and group tutorials with the use of the technology “Reading and writing for critical thinking”: openness, variability, abundance, lack of structure, provocativeness.

The effect of group-dynamics, collaboration and tutor style on the perception of profession-based stereotypes: a quasi-experimental pre- post-design on interdisciplinary tutorial groups

BackgroundGroup processes in inter-professional Problem-Based Learning (iPBL) groups have not yet been studied in the health-care educational context. In this paper we present findings on how group-dynamics, collaboration, and tutor style influence the perception of profession-based stereotypes of students collaborating in iPBL groups. Health-care students are trained in iPBL groups to increase their ability to collaborate with other healthcare professionals. Previous research focusing iPBL in healthcare implies that more systematic studies are desired, especially concerning the interaction between group processes and internalized professional stereotypes. The aim of this study is to investigate whether changes in group processes, collaboration, and tutor style, influence the perception of profession-based stereotypes of physician- and nursing-students.MethodsThe study is a quasi-experimental pre- post-design. The participants included 30 students from five different healthcare professions, mainly medicine and nursing. Other professions were physiotherapy, occupational therapy and speech therapy. The students were divided into four iPBL groups, each consisting of six to nine students and a tutor. Data were collected through systematic observation using four video-recorded tutorials. SPGR (Systematizing the Person Group Relation), a computer-supported method for direct and structured observation of behavior, was used to collect and analyze the data.ResultsTraditional stereotypical profession-based behaviors were identified in the first observed group meeting. Although the groups followed different paths of development, the group-dynamics changed in all groups over the 6 weeks of collaboration. Two of the groups became more cohesive, one became more fragmented and one became more polarized. Stereotypical behaviors became less frequent in all groups. Our findings indicate that tutor behavior has a strong influence on the development of the group’s dynamics.ConclusionOur findings strongly suggest iPBL is a means of reducing stereotypical behaviors, and may positively increase members’ ability to engage in inter-professional collaboration. Although the pattern of dynamics took different forms in different groups, we argue that iPBL forces students to see the colleague behind his or her profession, thus breaking professional boundaries. The tutor style significantly influenced the iPBL groups’ development. This study contributes to our field by emphasizing the effect of group-processes in increasing mutual understanding across professions.

An Analysis Of Using Scaffolding, Collaborating and Peer Reviewing Process in Blended Learning to Enhance Students’ Writing Performance

This study is aimed at investigating the students from 4 tutorial groups in using the SCPP Program (Scaffolding, Collaborating, and Peer Reviewing) in order to help them prepare for a Report Writing project. It revealed the findings of successful collaborative environments by using the scaffolding, collaborating and peer reviewing process, while performing the task. The researcher administered a set of questionnaire and the findings showed that the level of confidence has increased among the target students and they found that writing the report has become less complicated using the intervention. Therefore, this research has provided insights into students’ writing process and how their perceptions towards writing have reflected in their own performance and written product. SCPP Program has allowed them to collaborate with one another, and became participants in one another’s writing processes.

Quality assurance of peer-assisted learning by measuring academic performance of health sciences extended curriculum students

Peer-assisted learning (PAL) has numerous benefits in medical curricula. In the extended curriculum programme (ECP) at a university in South Africa, remedial interventions, such as same year/level PAL, were implemented to improve academic success. This article focuses on the measures to ensure the quality of PAL as an intervention for the academic under-preparedness of ECP students. After the midterm assessment results had been verified, the academically strongest ECP students were appointed as tutors (n=10) for the remainder of the student cohort (n=31). Structured, informal PAL activities were implemented as an academic intervention between consecutive assessments. Analysis of the pre- and post-intervention results showed a statistically significant difference for the whole study population as an increase of 6.1% was recorded in post-intervention results. Nine of the ten PAL groups showed an increase in the combined group results, the highest increase being 15.1%. Although the tutor group did not show a statistically significant difference between pre- and post-intervention results, 80% of the tutors experienced a positive effect on their academic progress by scoring higher post-intervention results. The results showed that same year/level PAL interventions can assist under-prepared ECP students to be academically successful with advantages for the tutors and tutees.

Efforts to Increase Student Motivation Through Peer Tutor Group Guidance in Class X IPS 1

This study investigates problem of learning anxiety experienced by students and shows that. This is very important because developmental task that adolescent students must have is Emotional independence which will support him / her to develop their personality, complete study assignments and plan future careers. Most of students in guidance class did not understand how to deal with learning anxiety problems. Research method chosen was classroom action research (PTK) whose activities were based on cycle consisting of planning, implementing actions, observing and reflecting. Development of cycle depends on the reflection that is done in each cycle. Tools used were observation guidelines and reflection notes for each cycle. Way to draw conclusions to process the data quantitatively and describe results qualitatively. The findings in the study were: 1) level of student anxiety showed that behavioral group counseling showed a decrease in the level of student anxiety seen from an average value of 18 or 51.43% to 3 (8.75%) which indicated a significant reduction in anxiety problems. , 2) seen that student's activeness shows an increase in percentage from 34.29% in first cycle to 85.71% in second cycle, which means that with behavioral counseling all students can be actively involved in activities aimed at alleviating anxiety problems they experience. Conclusion is that behavioral group counseling can reduce student learning anxiety, which changes students' understanding of importance of reducing anxiety in learning. So, authors suggest that behavioral group coaching can be applied not only to coaching activities, but also learning activities in general.

TEAM BASED LEARNING AS AN EFFECTIVE INTERACTIVE TEACHING TOOL- A CROSS SECTIONAL COMPARATIVE STUDY

Background &amp; objectives: Traditional teaching is passive and also lacks feedback to the students. Active learning methods have gained importance in medical education. Team Based Learning (TBL) promotes active learning among the students, with limited faculty. The objectives of the study were to compare TBL with Traditional teaching method and obtain feedback regarding TBL sessions from the students. Materials and Methods: Fifth semester students were divided into two groups- Students in A group were included in the TBL session, and those in B group in the traditional tutorial group. An assessment was conducted for both the groups at the end. Feedback was also taken from the students participating in TBL. Results: Mean score for TBL group was signicantly high compared to the traditional tutorial group. Most students opined that TBL promoted active participation and cooperative learning in the students. Many students felt that the session was stressful. Interpretation &amp; Conclusions: TBL is an active and effective interactive teaching-learning method, which encourages students to work cooperatively.

What drives ability peer effects?

This paper analyzes the importance of one commonly proposed mechanism potentially driving ability peer effects in the classroom: peer-to-peer social interaction. At a large university, first-year students are randomly assigned to a year-long tutorial group and to one of two subgroups within their tutorial group. The university encourages social interaction within, and not between, these subgroups at the start of the year. Hence, each student can divide her tutorial peers into close and distant peers. We find spillovers on student performance originating from close peers only. Distant peers are unimportant. This implies that peer-to-peer social interactions drive peer effects.

EDUCAÇÃO EM SAÚDE PARA SENSIBILIZAR ADOLESCENTES ESCOLARES PARA A VACINAÇÃO CONTRA O PAPILOMA VÍRUS HUMANOS

Introdução: Educação em saúde visa sensibilizar a consciência cidadã a partir do conhecimento do sujeito e de estratégias pedagógicas dialógicas. Tal atividade pode envolver os diferentes ciclos de vida, como crianças e adolescentes. Objetivo: relatar a experiência de um grupo tutorial da disciplina SACI II da UFRN na produção e realização de ações de educação em saúde voltadas a sensibilização para adesão a vacinação contra o HPV no território adscrito a uma USF de Natal/RN no primeiro semestre do ano de 2018. Metodologia: A seleção das temáticas-alvo se deu a partir das percepções dos discentes acerca do contexto epidemiológico do bairro e, sobretudo, dos processos contínuos de escuta ativa, em que profissionais de saúde da USF e lideranças do território expuseram as demandas locais. Utilizou-se a ferramenta CANVAS para estruturação do planejamento estratégico das intervenções. Exposições dialogadas, com uso de multimídia, cartazes, jogos educativos e paródias foram empregados na interação com o público da escola do bairro. Resultados: As percepções do grupo discente foram positivas e satisfatórias ao final das intervenções, em meio à ativa participação dos escolares e interesse nas temáticas abordadas, evidenciando adequação das estratégias realizadas. Conclusões: as intervenções buscaram responder a uma demanda de educação em saúde relativa ao adolescente. Ademais, contribuíram para o crescimento acadêmico e pessoal dos discentes ao trabalhar competências do saber, do ser, conviver, essenciais a efetivação do modelo da vigilância à saúde, bem como houve um balanço positivo, uma vez que os resultados esperados no planejamento foram alcançados. Desta forma, concretizou-se o princípio da integração ensino-serviço-comunidade.&#x0D; &#x0D; Palavras-Chave: Serviços de Integração Docente-assistencial, Educação em Saúde, Comunicação, Atenção Primária à Saúde, Sistema Único de Saúde.