Teaching and Learning Methods in Medicine

Nasir, Mona; Zaidi, Shabih H.

doi:10.1007/978-3-319-06850-3

Cited by 7 publications

(5 citation statements)

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“…The definition of “demonstrate” is to (1) show clearly, (2a) prove or make clear by reasoning or evidence, (2b) illustrate or explain especially with many examples, and (3) show or prove the value or efficiency of to a prospective buyer (Merriam‐Webster, ). Demonstration has been described as a useful teaching technique to transfer a skill to a student (Zaidi and Nasir, ). Chung et al () found that the introduction of topics with cadaver prosections versus video clips prior to cadaver dissection improved academic performance in a medical gross anatomy course.…”

Section: Introductionmentioning

confidence: 99%

Effects of Alternating Dissection with Peer Teaching and Faculty Prosected Cadaver Demonstrations in a Physical Therapy and Occupational Therapy Gross Anatomy Course

Kinirons

Reddin

Maguffin

2018

Anatomical Sciences Ed

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The most effective method to teach gross anatomy is largely unknown. This study examined two teaching methods utilized in a physical therapy and occupational therapy gross anatomy course, (1) alternating dissection with peer teaching every other laboratory session and (2) faculty demonstrations during laboratory sessions. Student (n = 57) subgroup (A or B) academic performance was determined using written, laboratory practical, and palpation practical examinations. Subgroup A performed significantly better on laboratory practical examination questions pertaining to dissected, in comparison to peer-taught structures (67.1% vs. 60.2%, P = 0.008). Subgroup B performed significantly better on laboratory practical examination questions pertaining to peer-taught, in comparison to dissected structures (64.1% vs. 57.9%, P = 0.001). When Subgroup A was compared to Subgroup B, there were no statistically significant differences on laboratory practical examination question types, whether the subgroup learned the structure through dissection or peer teaching. Based on within and between subgroup comparisons, faculty demonstrations had no effect on written, laboratory practical, or palpation practical examination scores. Although limited, data suggest that the student roles when alternating dissection with peer teaching every other laboratory session appear to be equally effective for learning gross anatomy. The benefits of this method include decreased student/faculty ratio in laboratory sessions and increased time for independent study. Faculty demonstrations during laboratory sessions do not seem to improve student academic performance.Anat Sci Educ 12: 468-477.

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Section: Introductionmentioning

confidence: 99%

Effects of Alternating Dissection with Peer Teaching and Faculty Prosected Cadaver Demonstrations in a Physical Therapy and Occupational Therapy Gross Anatomy Course

Kinirons

Reddin

Maguffin

2018

Anatomical Sciences Ed

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“…The current Indonesian curriculum developed is the Higher Education Curriculum with a learning outcome approach based on the Indonesian National Qualifications Framework (KKNI) (Biggs & Tang. 2011;Zaidi. 2015).…”

Section: Resultsmentioning

confidence: 99%

“…The concept of mobile learning (m-learning) varies according to the historical, cultural, social, and educational context in which it is adopted and developed (Huijser et al, 2020;Trofimovich, 2011). M-learning is facilitated by "enhanced mobility and flexibility enabled by portable devices and cloud-based networks" (Viberg et al, 2020;Zaidi, 2015).…”

Section: Introductionmentioning

confidence: 99%

The Implementation of Analytic Learning Through Mobile Assisted-Learning Design Toward Academic Performance of Nursing Profession Students

Kustriyanti,

Apriliyanti,

Utama

2023

J C ID

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Analytical learning is a series of learning activities that combine practice and research results as a learning design to obtain data that is analyzed and used by educators and students, leading to online learning systems. The use of technology and the internet as a means of learning produces blended course designs, such as mobile learning designs. This research was aim to study the mobile-assisted design inquiry model with an analytic learning approach to students’ academic performance. This research was a correlational study with a cohort prospective design. 236 students met the inclusion criteria selected by purposive sampling. The instrument uses a comprehensive questionnaire in the Computerized Based Test. Data analysis used Fisher’s exact test for analyzing the correlation among the variables and an independent t-test for the result of two types of learning methods. There was a significant difference between online and offline student groups in the competency test tryout scores and a significant relationship between the analytic learning approach and student academic performance with p-value of 0.000 (online students) and 0.007 (offline students). The mobile-assisted design inquiry model learning method with an analytic learning approach through self-reported and observational approaches is effective in the academic performance of professional students.

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“…22 The Objective Structured Clinical Examination (OSCE), common in medical school examinations, involves demonstration of clinical skill such as history taking and presenting differential diagnoses or possible interventions (shows), and as such sits more highly in Miller's pyramid, above interpretation of knowledge (knows how), and fact recall (know). 23 As an established medical school assessment, the OSCE has been highlighted as a prime example of how nutrition competencies could be incorporated vertically within existing medical education. 21 The vertical placement of nutrition which diffuses relevant themes throughout medical education poses an effective way to embed relevant nutrition content, without encroaching on limited curriculum space.…”

Section: Discussionmentioning

confidence: 99%

Mapping nutrition within medical curricula in Australia and New Zealand: a cross-sectional content analysis

King,

Palermo,

Wilson

2023

BMJNPH

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ObjectiveTo systematically map nutrition content in medical curricula across all 23 medical schools in Australia and New Zealand accredited by the Australian Medical Council (AMC).MethodsA cross-sectional content analysis was conducted. Learning outcomes for 20 AMC-accredited medical curricula were extracted from online repositories and directly from universities in February to April 2021. Nutrition relevant learning outcomes or equivalent learning objectives/graduate attributes were identified. Nutrition learning outcomes were analysed according to Bloom’s revised taxonomy to determine whether outcomes met cognitive, psychomotor or affective domains and at what level.ResultsOf the total 23 AMC-accredited medical curricula, 20 medical schools had learning outcomes able to be sourced for analysis. A total of 186 nutrition learning outcomes were identified within 11 medical curricula. One medical school curriculum comprised 129 of 186 (69.4%) nutrition learning outcomes. The majority of outcomes (181, 97.3%) were in the cognitive domain of Bloom’s revised taxonomy, predominantly at level 3 ‘applying’ (90, 49.7%). The psychomotor domain contained five nutrition learning outcomes (5, 2.7%), while the affective domain contained none. New Zealand medical curricula (153, 82.3%) contained 4.6-fold more nutrition learning outcomes than Australian curricula (33, 17.7%). When comparing clinical and preclinical years across curricula, the proportion of learning outcomes in the psychomotor domain was 3.7-fold higher in clinical years (4.08%) versus preclinical years (1.15%).ConclusionThere is wide variation across medical curricula regarding the number of nutrition learning outcomes. This may lead to varying competency of medical graduates to provide nutrition care in Australia and New Zealand.

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Teaching and Learning Methods in Medicine

Cited by 7 publications

References 0 publications

Effects of Alternating Dissection with Peer Teaching and Faculty Prosected Cadaver Demonstrations in a Physical Therapy and Occupational Therapy Gross Anatomy Course

Effects of Alternating Dissection with Peer Teaching and Faculty Prosected Cadaver Demonstrations in a Physical Therapy and Occupational Therapy Gross Anatomy Course

The Implementation of Analytic Learning Through Mobile Assisted-Learning Design Toward Academic Performance of Nursing Profession Students

Mapping nutrition within medical curricula in Australia and New Zealand: a cross-sectional content analysis

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