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1.
Students at a Pakistani medical college were surveyed using instruments taken from Western research. The students who rated their courses positively tended to adopt an organised approach in their learning and studying. The students who perceived that their assessment and workload were inappropriate preferred a transmissive approach to teaching and adopted a surface approach in their learning and studying. The students who preferred a student-centred approach to teaching tended to adopt a deep approach in their learning and studying. This confirms the idea, well established in Western research, that there exists a strong relationship between students’ perceptions of their courses and the approaches that they adopt on those courses. However, the incorporation of problem-based learning in the medical curriculum had not led to any enhancement of their perceptions and preferences, nor had it led to an unambiguous improvement in their approaches to studying. This is attributed to the hybrid nature of their programmes, in which problem-based activities were combined with more conventional forms of teaching and assessment, and to the anxiety and stress which seem to be common among students at medical schools in Pakistan. 相似文献
2.
Considerable stress is associated with undergraduate examinations. Traditional medical schools appear to regard such stress as inevitable and expect students to cope with their anxieties. The Newcastle medical school decided to develop curricular strategies for preventing (or at least reducing) such anxieties, rather than adopt medical or psychological treatment methods for students who subsequently appear unable to cope. Students and staff recommended changes to the original assessment programme after it had operated for four terms. This article reviews the changes and reports on students' greater satisfaction with them and the Newcastle medical school's attitude towards programme improvement. Suggestions are made for a more open, educational approach to student assessment by other learning institutions. 相似文献
3.
Changes in medical education have affected both curriculum design and delivery. Many medical schools now use integrated curricula and a systemic approach, with reduced hours of anatomy teaching. While learning anatomy via dissection is invaluable in educational, professional, and personal development, it is time intensive and supports a regional approach to learning anatomy; the use of prosections has replaced dissection as the main teaching method in many medical schools. In our graduate‐entry medical degree, we use an integrated curriculum, with prosections to teach anatomy systemically. However, to not exclude dissection completely, and to expose students to its additional and unique benefits, we implemented a short “Dissection Experience” at the beginning of Year 2. Students attended three two‐hour anatomy sessions and participated in dissection of the clinically relevant areas of the cubital fossa, femoral triangle, and infraclavicular region. This activity was voluntary and we retrospectively surveyed all students to ascertain factors influencing their decision of whether to participate in this activity, and to obtain feedback from those students who did participate. The main reasons students did not participate were previous dissection experience and time constraints. The reasons most strongly affecting students' decisions to participate related to experience (lack of previous or new) and new skill. Students' responses as to the most beneficial component of the dissection experience were based around practical skills, anatomical education, the learning process, and the body donors. We report here on the benefits and practicalities of including a short dissection experience in a systemic, prosection‐based anatomy course. Anat Sci Educ 6: 225–231. © 2013 American Association of Anatomists. 相似文献
4.
Melissa Bond 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1294-1319
Parent involvement in and engagement with children’s learning has been shown to strongly influence student achievement, engagement, motivation and school completion. However, parent involvement decreases once students reach middle school, as subject content gets harder, the number of teachers increases, and students are less likely to share their homework and learning with parents. To this end, the flipped learning (FL) approach has received growing attention, with evidence of improved higher order thinking and collaborative skills and increased transparency for parents. This paper explores school leader, parent, student and teacher perceptions of the FL approach, through the lens of a 1-year case study of two rural South Australian schools, in order to uncover how the approach affects parent engagement. Findings reveal that, whilst stakeholders feel that the flipped approach is beneficial for absent students, to reinforce content and increase student responsibility, it has not yet improved transparency for parents, with a disconnect between what schools think parents know and are engaging in, and the actual level of parent engagement in student learning. Recommendations for schools implementing the FL approach are provided against a bioecological model, adapted for this study. 相似文献
5.
Grahame I. Feletti 《Assessment & Evaluation in Higher Education》1983,8(1):42-51
A pilot study recently reported in this journal by Wakeford raised several important issues concerning the measurement and interpretation of students’ perpeption of the learning environment in five British medical schools. Some of those issues are developed in this paper as a result of similar, more comprehensive, research involving students in five Australian medical schools. One issue is the almost inevitable problem of methodology associated with large scale surveys of this kind. Another is the prospect for educational reform within an educational institution based heavily on students’ perceptions alone. 相似文献
6.
Jun Wang Weiguang Zhang Lihua Qin Jing Zhao Shuyong Zhang Jin Gu Changman Zhou 《Anatomical sciences education》2010,3(3):121-126
Problem‐based learning (PBL) has been introduced to medical schools around the world and has increasingly become a popular pedagogical technique in Asian countries since 1990. Gross anatomy is a fundamental basic science course in virtually all medical training programs, and the methods used to teach it are under frequent scrutiny and revision. Students often struggle with the vast collection of new terms and complex relationships between structures that they must learn. To help students with this process, our department teaches separate systemic and regional anatomy courses, the latter in a PBL format. After three years of using PBL in our regional anatomy course, we have worked out a set of effective instructions that we would like to share with other medical schools. We report here evidence that our clinical PBL approach stimulates students' interest in learning and enhances anatomy education in a way that can foster better practices in our future medical work force. Anat Sci Educ. © 2010 American Association of Anatomists. 相似文献
7.
Mamuna Iqbal Usman Awan Salman Asghar 《The International Journal of Art & Design Education》2023,42(2):327-346
This study seeks to explore the impact of social upbringing on architectural learning. The theory of “habitus” helps to understand how students’ personality dispositions might affect the way they approach learning in the “field” of architectural education. The notions of learning approaches and knowledge codes in literature are used to develop a framework for the study that helps to explore the field of architectural education. It is a qualitative study, conducted through semi-structured interviews with 44 students in 10 architecture schools in Pakistan. Interviews explored students’ habitus as well as their learning approaches, later explored through the framework developed in the study. Interviews are transcribed and coded using Nvivo 12. A detailed analysis explores the connection between habitus and learning approaches and finds out that habitus plays a major role in determining the way students approach learning in Architecture, with most cultivated habitus students showing a deep learning approach. 相似文献
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9.
Patrick Griffin Leanne Murray Esther Care Amanda Thomas Pierina Perri 《Assessment in Education: Principles, Policy & Practice》2010,17(4):383-397
Outcomes and findings from an evidence‐based approach to targeting primary school students’ developmental reading comprehension levels for effective learning are described. Nineteen schools participated in a literacy assessment project designed to monitor and improve the reading comprehension achievement levels of their students. The project integrated a developmental approach to learning and teaching, information derived from standardised reading comprehension assessments, and professional development for teachers. Reading comprehension achievement across the schools increased at a higher rate than typically expected. Teacher discourse about teaching and learning changed from discrete skill and resource focused, to developmentally focused. The centrality of a professional learning team approach to change for the student, teacher and school is discussed. 相似文献
10.
Medical schools are increasingly looking to case-based formats such as problem-based learning (PBL) for their medical students. However, the effects of PBL have not been adequately assessed for an informed decision. An approach to assessment should consider not just the knowledge outcomes expected of all students, but should be tailored to the theoretical goals of PBL: clinical reasoning, integration of scientific and clinical knowledge, and lifelong learning skills. This means that problem-solving processes as well as products need to be measured. In addition, cognitive measures associated with expert performance can be used to assess the extent to which PBL affects the development of expertise. In this study, students taking an elective in PBL were compared with students taking other electives on a realistic pathophysiological explanation task. The problem-solving protocols were examined for coherence, use of science concepts, strategy use, and self-directed learning. The results indicate that cognitive measures can be used to distinguish students who have participated in PBL from their counterparts in terms of knowledge, reasoning, and learning strategies. This suggests that such measures may play a meaningful role in assessment of student learning. 相似文献
11.
麦克玛斯特大学"问题学习法" 总被引：51，自引：0，他引：51
本文从麦克玛斯特大学“问题学习法”(problern-based learning)实施过程的各个方面：教育目标、教学安排、教学活动、教学评价、教学资源等方面介绍了PBL的教学过程，总结了麦克玛斯特大学PBL课程设置以学生为本，培养学生的学习态度和终身学习的能力以及在教学过程中倡导以生物—心理—社会医学模式培养适合社会发展需要的医生的经验。 相似文献
12.
David I. Newble 《Assessment & Evaluation in Higher Education》1982,7(3):216-224
This paper describes a new examination of the clinical competence of medical students developed because the traditional approaches used by many medical schools have been shown to be unreliable and invalid. A problem‐based criterion‐referenced approach was adopted. Studies have confirmed that the new approach achieved a satisfactory level of validity and reliability. One of the main aims of the project was to exert a positive influence on the students learning in the direction of the Faculty's clinical objectives. A questionnaire survey showed a high degree of satisfaction with the new test and a high level of perceived relevance of the content to future practice. These seemed to be the main reasons why students’ study habits were directed in the desired direction. 相似文献
13.
缪建荣 《宁德师专学报(自然科学版)》2014,(1):88-91
中专卫校主要是为基层医疗机构培养输送中等专业技术医护人员,服务于社会.《医学生物学》是中专卫校教育的基础性课程,不仅为后续的各门医护专业课程的学习奠定相关的生命科学知识基础,而更重要的是引导学生学习和掌握正确有效的学习方法,养成良好的学习习惯,进而逐步形成科学的思维方法.文章就教学过程注重指导学生学习掌握观察、分析比较和综合归纳等基本方法,进而形成科学思维方法,提高思维能力作简要的探索. 相似文献
14.
Yehia M. A‐H. Marreez Luuk N. A. Willems Michael R. Wells 《Anatomical sciences education》2010,3(5):249-253
From the early 19th century until the most recent two decades, open‐space and satellite museums featuring anatomy and pathology collections (collectively referred to as “medical museums”) had leading roles in medical education. However, many factors have caused these roles to diminish dramatically in recent years. Chief among these are the great advances in information technology and web‐based learning that are currently at play in every level of medical training. Some medical schools have abandoned their museums while others have gradually given away their museums' contents to devote former museum space to new classrooms, lecture halls, and laboratories. These trends have accelerated as medical school enrollment has increased and as increasing interest in biological and biomedical research activities have caused medical schools to convert museum space into research facilities. A few medical schools, however, have considered the contents of their museums as irreplaceable resources for modern medicine and medical education and the space these occupy as great environments for independent and self‐directed learning. Consequently, some medical schools have updated their medical museums and equipped them with new technologies. The Anatomical Museum of Leiden University Medical Center in The Netherlands and the Medical Museum of Kawasaki Medical School in Kurashiki, Okayama, Japan, are two examples of such upgraded museums. Student surveys at Leiden University have indicated that all students (100%) found audio‐guided museum tours to be useful for learning and majorities of them found guided tours to be clinically relevant (87%). However, 69% of students felt that museum visits should be optional rather than compulsory within the medical training curriculum. Anat Sci Educ 3:249–253, 2010. © 2010 American Association of Anatomists. 相似文献
15.
Richard E. Wakeford 《Assessment & Evaluation in Higher Education》1981,6(3):206-217
The importance of the ethos or learning environment of a training institution is increasingly being appreciated in terms of its effect on learning process and outcome. This paper reports upon the development of an inventory to measure medical students’ perceptions of their learning environment and upon its pilot use to contrast their experiences in five British medical schools. Broad similarities were found between the medical schools upon some dimensions of the questionnaire, but a number of substantial differences are also reported. It is concluded that it is by no means difficult to develop an instrument which can identify important differences between institutions’ learning milieux. However, reservations are expressed about making other than tentative conclusions from the details of the findings of similarities and differences: the desirability of conducting a more comprehensive study is emphasised. 相似文献
16.
Quality of instructional delivery is an important determinant of the extent to which the teaching process has an impact on learning achievement. The literature identifies many contributors of learning achievement including teacher, curricula, teaching, student, home and school environments. On an ‘education production function’ approach, achievement may be modelled as an outcome determined by school and classroom based inputs. The processes of achievement determination are typically assumed, in the absence of detailed information about actual classroom practices. In Kenya, primary schools continue to report differentials in performance on standardized tests even when policy implementers distribute teachers normally to these schools. Such differences in academic performance have been reported even among schools within the same neighbourhood. Schools from the same neighbourhood draw students with similar backgrounds and expose them to teachers who have gone through the same training. This paper hypothesizes that teaching style plays a key role in explaining the differences in academic performance among students between primary schools. Using data from 72 math lessons that were filmed in 72 primary schools in Kenya, the authors demonstrate the extent to which teaching practice explains differences in performance among students and schools. While controlling for individual and school based factors, the paper uses mixed methods to analyse the linkages between teaching practices and learning achievement. The main research finding and policy implication is that students learning achievement can be improved through quality teaching, even when other conditions such as class size are not conducive. 相似文献
17.
Adeline L. Goss Vidya B. Viswanathan Horace M. DeLisser 《Anatomical sciences education》2019,12(4):349-359
Medical schools are increasingly integrating professionalism training into their gross anatomy courses, teaching ethical behavior and humanistic attitudes through the dissection experience. However, many schools continue to take a traditional, technical approach to anatomical education while teaching professionalism in separate courses. This interview-based study explored how students viewed the body donor and the professional lessons they learned through dissection at one such medical school. All students oscillated involuntarily between seeing the cadaver as a specimen for learning and seeing the cadaver as a person, with some students intentionally cultivating one of these ways of seeing over the other. These views shaped students’ emotional and moral responses to the experiences of dissection. The “specimen” view facilitated a technical, detached approach to dissection, while the “person” view made students engage emotionally. Further, students who intentionally cultivated a “specimen” view generally felt less moral distress about dissection than students who intentionally cultivated a “person” view. The concept of respect gave students permission to perform dissections, but “person-minded” students developed more complex rules around what constituted respectful behavior. Both groups of students connected the gross anatomy experience to their professional development, but in different ways. “Specimen-minded” students intentionally objectified the body to learn the emotional control physicians need, while “person-minded” students humanized the body donor to promote the emotional engagement required of physicians. These findings support efforts to integrate professionalism teaching into gross anatomy courses, particularly content, addressing the balance between professional detachment and concern. 相似文献
18.
Since 2010, new types of state-funded schools have opened in England with a focus on providing alternative education provision. Very little is known about these schools, partly due to their novelty, and how they are attempting to re-engage those students who for various, and often complex, reasons have become disconnected from education. We scrutinised the approach used at one such school to examine what instructional practices were used, how they were adapted to the needs of the students and what factors enabled and obstructed (re)engagement. Data were collected over a month-long fieldwork visit and included semi-structured interviews with staff and students, and semi-structured classroom observations. Instructional approaches were used that supported the learning of students who were not experienced in, or had difficulty with, regulating their learning. These included breaking down tasks, providing lots of on-task prompts, encouragement, using frequent feedback and scaffolding, and offering quick support to students. This approach allowed students to re-engage with their learning and make progress towards important qualifications required for entry to the labour market and post-compulsory education and training. 相似文献
19.
Thomas I. Nathaniel Richard L . Goodwin Lauren Fowler Brooks McPhail Asa C. Black Jr. 《Anatomical sciences education》2021,14(6):699-710
The implementation of an integrated medical neuroscience course by technologically pivoting an in-person neuroscience course to online using an adaptive blended method may provide a unique approach for teaching a medical neuroscience course during the Covid-19 pandemic. An adaptive blended learning method was developed in response to the requirements necessitated by the Covid-19 pandemic. This model combined pedagogical needs with digital technology using online learning activities to implement student learning in a medical neuroscience course for year one medical students. This approach provided medical students with an individually customized learning opportunity in medical neuroscience. The students had the complete choice to engage the learning system synchronously or asynchronously and learn neuroscience materials at different locations and times in response to the demands required to deal with the pandemic. Students' performance in summative and formative examinations of the adaptive blended learning activities were compared with the previous performance obtained the previous year when the contents of the medical neuroscience course were implemented using the conventional “face-to-face” learning approach. While the cohort of our students in 2019 and 2020 changed, the contents, sessions, volume of material, and assessment were constant. This enabled us to compare the results of the 2019 and 2020 classes. Overall, students' performance was not significantly different between the adaptive blended learning and the in-person approach. More students scored between 70% and 79% during the adaptive blended learning compared with in-class teaching, while more students scored between 80% and 89% during the in-person learning than during the adaptive blended learning. Finally, the percentage of students that scored >90% was not significantly different for both Years 2019 and 2020. The adaptive blended learning approach was effective in enhancing academic performance for high-performing medical students. It also permitted the early identification of underachieving students, thereby serving as an early warning sign to permit timely intervention. 相似文献
20.
The main research question that underpinned this study was whether there is a link between staff perceptions of school climate and staff attitudes towards the inclusion of students with recognized learning disabilities. This investigation was conducted with reference to the notion of ‘changing’ or ‘moving’ cultures. The study relied on the perceptions of headteachers, counsellors and teachers in five secondary schools in the Tel‐Aviv area, Israel. The method of enquiry applied was the survey approach via a questionnaire to all staff at these schools and the interpretative approach via a smaller number of in‐depth interviews with a subset of these staff members. The analysis and conclusion indicated that although most schools now demonstrate ‘moving’ cultures and a collaborative climate, attitudes towards students with learning disabilities are ambivalent. The paper ends with suggestions for further research to enhance connectivity between of management culture and special educational needs. 相似文献