Early Clinical Exposure (ECE) as an Effective Learning Tool in Anatomy | Chapter 1 | Advanced Concepts in Medicine and Medical Research Vol. 11

Early Dispassionate exposure (ECE) is a teaching education methodology, that fosters exposure of the healing students to the subjects as early as the first year of medical association.  One of the basic learning courses in the undergraduate healing program is anatomy, which serves as the footing for future physicians' education. Apart from having a broad curriculum, few students find the problem to be difficult and uneventful. Many educators believe that studying plants in a setting analogous to the ones in which it will be secondhand will make the subject more charming.The new Competency based Educational program has introduced a restructured curriculum and preparation program for undergraduate education with emphasis on early dispassionate exposure, unification of basic and clinical sciences, dispassionate competence and skills and new education learning methods. This according to NMC, will lead to a generation after baby boom of medical graduates of worldwide standards. Under the current structure, juniors are only exposed to dispassionate subjects in their second year of student study. On the other hand, it has been proved that during dispassionate placements, students struggle to remember fundamental plans. The NMC has recommended that in consideration of remedy this situation, students bear be introduced to clinical troubles from their first year of junior study. As medical education resumes to advance, it is the endeavour of educators as well as MCI, to attempt to brace students for their professional lives. ECE helps to improve understanding, expand problem solving abilities & increases interaction. Memory of knowledge is better due to unification of basic skill and clinical science and growth of self directed knowledge skills.

Author(s) Details:

Sharadkumar Pralhad Sawant,
Department of Anatomy, K. J. Somaiya Medical College, Somaiya Ayurvihar, Sion, Mumbai, India.

Shaheen Rizvi,
Department of Anatomy, K. J. Somaiya Medical College, Somaiya Ayurvihar, Sion, Mumbai, India.

Please see the link here: https://stm.bookpi.org/ACMMR-V11/article/view/12884

Investigating the Effects of Problem Solving Approach on Academic Achievement of Basic Science and Technology Students in Nasarawa State, Nigeria| Chapter 5 | Current Research in Language, Literature and Education Vol.8

 This study examined the impact of critical thinking approach on the presentation of Basic Science and Technology understudies in Nasarawa State. The review utilized semi trial of the pretest, posttest control bunch plan. 100 Junior Secondary School last year understudies took part in the review from schools that fall inside the once examined in Nasarawa State. Four exploration questions and four examination speculations were utilized for the review. The instrument comprised of twenty thing article inquiries in Basic Science and Technology last Junior Secondary School Certificate Examinations (JSSCE) questions. The dependability coefficient of the inquiries was 0.74. Pretest was controlled to the Basic Science and Technology understudies before treatment. Essential Science and Technology Students in exploratory gathering were shown utilizing the Basic Science and Technology issues settling approach while Basic Science and Technology understudies in the benchmark group were shown utilizing address technique. The two gatherings were instructed for quite some time and posttest was directed to them. Mean, standard deviation and ANCOVA insights were utilized for information investigations. That's what the outcomes showed, the Basic Science understudies that were presented to the Basic Science Problem Solving Approach (BTPSA) performed altogether better compared to those presented to the Basic Science and Technology address strategy approach (BTLMA). Among the suggestions that were passed was that the public authority ought to give functional experience of how to utilize Basic Science and Technology critical thinking way to deal with both the Basic Science educators and the Basic Science and Technology understudies in junior optional schools in Nasarawa State.

Author(s) Details:

Sambo Muh’d Alh. Hudu,
Department of Science Education, Federal University of Lafia, Nigeria.

Please see the link here: https://stm.bookpi.org/CRLLE-V8/article/view/7933

Implementation of Basic Science Programme in Junior Secondary Schools in Nasarawa West Zone, Nigeria | Chapter 02 | Current Research in Language, Literature and Education Vol. 6

 The goal of this study was to examine the extent to which fundamental science programmes were implemented in junior secondary schools in Nasarawa's West Zone. The primary goal of this research is to determine whether the Basic Science Program's curriculum content is taught to students as intended, as well as the availability, adequacy, and utilisation of facilities, the quality and quantity of teachers, the teaching methods used by teachers, and the performance of students in the Basic Science Program in the state's Junior Secondary School Certificate Examinations (JSSCE). Teachers and students were given questionnaires to collect data from a total of eighteen junior secondary schools. As a consequence of the investigation, these details were revealed. Programs in basic science are being implemented. However, the facilities available for the implementation of Basic Science Programs in Nasarawa West Junior Secondary Schools are insufficient, and there is a significant difference between the average perception of rural and urban teachers on the extent to which the basic science programme curriculum is implemented in Nasarawa West Zone. Finally, the findings of this study demonstrate that in basic science accomplishment examinations, there is no significant difference in mean performance scores between male and female students in Nasarawa West Zone junior secondary school pupils.

Author(S) Details

Sambo M. A. Hudu
Department of Science Education, Federal University, Lafia, Nigeria.

Sabo Saleh Muhammad
Department of Science Education, Federal University, Lafia, Nigeria.

View Book:- https://stm.bookpi.org/CRLLE-V6/article/view/7019