Do not Lose Your Students in Large Lectures: A Five-Step Paper-Based Model to Foster Students’ Participation

Aburahma, Mona Hassan

doi:10.3390/pharmacy3030089

Cited by 5 publications

(3 citation statements)

References 30 publications

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“…Developing countries face challenges such as corruption, underfunding and bureaucratic barriers that harm healthcare and medical training [24][25][26][27][28][29][30][31][32][33][34][35][36]. Unfortunately, this leads to a brain drain where the best professionals leave and never return, leaving medical education to fail and perpetuating faults [37].…”

Section: Medical Education Challenges In Developing Countriesmentioning

confidence: 99%

Barriers and Solutions to Successful Problem-Based Learning Delivery in Developing Countries – A Literature Review

Solano¹,

Gutiérrez²,

Pinel-Guzmán³

et al. 2023

Cureus

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Problem-based learning (PBL) was introduced in the 1960s as an alternative to traditional teacher-centered and discipline-based preclinical medical education. A literature review was conducted to explore the barriers and solutions to successful PBL uptake and delivery in developing countries. The review involved the search of articles and scientific studies on PubMed, The Lancet, and Scielo. The review focused on the medical education literature, using as a primary search criterion "problem-based learning" in combination with "developing countries" and "education". The search was limited to articles in Spanish and English published between 2011 and November 2021, except for three articles due to their relevance to the subject. Faculty development programs are the cornerstone when implementing a new methodology in developing countries. Early career development, PBL methodology, and the available assessment options should be the primary learning objectives of these programs. Stakeholders will need to plan using available resources following the experience of other countries and institutions encouraging collaborative development. Evaluation and assessment will be crucial to understand the impact of PBL, and considerations should be taken to implement an integrated curriculum. Medical Education Research should be encouraged, appraised, and disseminated to improve evidence-based decision-making, creating a constant development cycle. PBL is innovative and represents many unanswered questions that will develop in the following decade as more schools implement new methodologies and Research on PBL.

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Section: Medical Education Challenges In Developing Countriesmentioning

confidence: 99%

Barriers and Solutions to Successful Problem-Based Learning Delivery in Developing Countries – A Literature Review

Solano¹,

Gutiérrez²,

Pinel-Guzmán³

et al. 2023

Cureus

View full text Add to dashboard Cite

show abstract

“…Studies also demonstrated that lack of attention is an important barrier among secondary school students (Beaman, Wheldall, & Kemp, 2007;Little, 2005). The reasons for the lack of attention include time-related problems experienced by teachers, technological equipment, students' moods and climatic conditions (Aburahma, 2015;Dear, Kim, Candido, & Deuble, 2015;Ding, Li, Li, & Kulm, 2007;Haddad, Osmond, & King, 2016;Pereria & Smith-Adcock, 2011;Schneider, 2002). Lack of attention is thought to be both the result and the cause of a lack of motivation, indifference and failure.…”

Section: Student-based Barriers During Teaching Processmentioning

confidence: 99%

Identifying Barriers When Teaching Science and Mathematics in Low Economy Regions: Swansea and Hakkari as Case Studies

Baran

2019

JBSE

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The purpose of this research was to identify the barriers that upper-secondary school science and mathematics teachers face during the teaching process in economically disadvantaged regions (Hakkari, Turkey and Swansea, UK). The research design was comparative case research and pursues qualitative methodological approach in collecting and analyzing the data about the barriers that teachers are encountering during the teaching process. The research sample consisted of 24 science and mathematics teachers from different upper-secondary schools in Hakkari and Swansea. Semi-structured interview forms, were developed and employed to collect the data. The thematic analysis was used to analyze the obtained data. The results revealed different categories in understanding the situations that science and mathematics teachers confront in both cases; student-related issues, pedagogical issues, teachers’ lack of subject knowledge and socio-economic and cultural-based issues. As student-based barriers, lack of prior knowledge, students`attention span, and interest; and regarding teachers-based barriers, teachers` lack of class management and communication skills, and lack of student-centered methods found as similar barriers. Language and socio-economical problems were also shared barriers for both cities. In addition to those barriers, political and family-based issues which hindered educational attainment found as the main barriers by science and mathematics teachers in Hakkari. Keywords: comparative case research, mathematics teachers, science teachers, teaching barriers.

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“…Some examples of educational strategies include role-play lecturing (4), educational games (5), student-involved demonstrations (6), and PechaKuccha talks (7). The mastery of certain physiological concepts requires students to be able to apply causal reasoning (2) and visualize certain processes or mechanisms (8), which can be challenging during didactic lecture sessions, as students' concentration is diverted beyond a certain time (9). Occasionally, the monotony of lectures can hinder learning.…”

Section: Introductionmentioning

confidence: 99%

Appraisal of a novel pedagogical approach to demonstrating neuromuscular transmission to medical students

Narayanan

Ahmed

Saherawala

et al. 2021

Advances in Physiology Education

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Although traditional didactic lecturing is the principal instructional approach used in numerous medical schools, this method has several limitations. Experiential learning approaches place students in the center of the learning process and creates a positive and supportive classroom learning environment. In this article, we propose an active pedagogical approach for teaching a basic physiology concept, namely, neuromuscular transmission (NMT), and we evaluate the effectiveness of this approach among undergraduate medical students. One-hundred forty-two undergraduate medical students were involved in this study ( cohort A, n = 62; cohort B, n = 80). Cohort A received a didactic lecture on NMT and subsequently tested their knowledge of the topic via test 1, after which their perceptions of didactic lectures were recorded. The students were then asked to participate in a touch-and-go (TAG) active-learning session regarding NMT, after which their learning was subsequently tested by taking test 2. Their perceptions about the TAG game were also recorded. Students in cohort B were first administered test 1 regarding NMT. Then, they were asked to attend a didactic lecture blended with a TAG active-learning session, after which test 2 was administered, and their perceptions were recorded. Both the didactic lecture and active learning sessions facilitated student learning regarding the concepts involved in NMT. A comparison of the lecture followed by the game used in cohort A with the game blended lecture used in cohort B revealed no significant differences. However, both formats created a positive influence on students’ interest in learning the concept, and the students preferred active learning over didactic sessions alone.

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Do not Lose Your Students in Large Lectures: A Five-Step Paper-Based Model to Foster Students’ Participation

Cited by 5 publications

References 30 publications

Barriers and Solutions to Successful Problem-Based Learning Delivery in Developing Countries – A Literature Review

Barriers and Solutions to Successful Problem-Based Learning Delivery in Developing Countries – A Literature Review

Identifying Barriers When Teaching Science and Mathematics in Low Economy Regions: Swansea and Hakkari as Case Studies

Appraisal of a novel pedagogical approach to demonstrating neuromuscular transmission to medical students

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