Transforming Medical Education: Active Learning Strategies Tailored for Generation Z | Chapter 8| Medical Science: Recent Advances and Applications Vol. 7

Adapting the medical curriculum to the needs of Generation Z may bridge the generational divides. Generation Z is the most diverse generation identified. With traits like tech-savviness, flexibility in learning, social relevance, creativity, self-expressiveness, predominant hands-on learners valuing practical skills, driven with immediate feedback, engaging learners, participatory, curious, collaborative, self-directed, preferring autonomy yet a short attention span, they demand comfortable, conducive learning environments that fulfil their learning goals. To create a more engaging environment, educators must transition from traditional instruction to facilitation. This manuscript discusses active learning strategies such as problem-based learning (PBL), team-based learning (TBL), flipped classrooms, and simulation-based activities, all of which align with the traits of Generation Z. By integrating these methods, the aim is to promote increased student participation, deeper understanding, and greater satisfaction for both learners and educators.

 

Author(s) Details

Krishnamurthy Soundariya
Department of Physiology, Sri Manakula Vinayagar Medical College and Hospital, Madagadipet, Puducherry-605107, India.

 

Deepika Velusami
Department of Physiology, Sri Manakula Vinayagar Medical College and Hospital, Madagadipet, Puducherry-605107, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/msraa/v7/5792

Comparing Traditional and Innovative Education Approaches in an Introductory Computer Science Course: A Case Study | Chapter 6 | An Overview of Literature, Language and Education Research Vol. 10

Innovative education focuses on developing skills such as creativity and critical thinking while enhancing the student experience. This study compared the effectiveness of a traditional versus an innovative teaching approach in an introductory computer science course. The innovative approach incorporated generative AI activities, where students had to use AI in order to build a specific report, practical elements, where pupils had to carry out individual coding projects, and team-based projects, where learners had to solve a collection of problems, alongside a traditional final exam. Hence, the research question was whether the use of an innovative learning paradigm would make a difference with respect to a traditional learning one. Results showed statistically significant improvements in both average grades (13.8%) and success rates (12%) using the innovative approach. Additionally, T-test results showed a statistically significant difference between the distribution of grades obtained with both approaches, thus meaning that the findings obtained are reliable and not due to change. Specifically, the outcome of a two-sided T-test led to a p-value of 0.013, which is lower than the significance value considered, namely 0.05. However, further research is needed to investigate the generalizability of these findings to diverse student populations and other computing courses.

 

Author (s) Details

 

Pedro J. Roig
Miguel Hernández University, Elche, Spain and University of the Balearic Islands, Spain.

 

Salvador Alcaraz
Miguel Hernández University, Elche, Spain.

 

Katja Gilly
Miguel Hernández University, Elche, Spain.

 

Cristina Bernad
Miguel Hernández University, Elche, Spain.

 

Carlos Juiz
University of the Balearic Islands, Spain.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v10/4312

Escape Room and Its Impact as an Educational Evaluation Tool | Chapter 6 | Progress in Language, Literature and Education Research Vol. 4

The change from a traditional learning paradigm towards an active learning one requires not only the deployment of a new way of facing theory and practice sessions from both teachers and students, but also an alternative manner to evaluate learners. In this paper, a model of escape room has been designed as a variation of the sequential path one, as the path is divided into a series of levels which must be traversed in a sequential order, such that one level must not be started until the previous one has already been cleared. We implemented this activity as an evaluation tool for a subject related to network fundamentals and the three goals we proposed beforehand were all achieved, such that an increment in the academic performance, a rise in the success rate, and a high level of engagement. Basically, the aim of this study is to check whether those three targets are achieved by introducing escape rooms as an evaluation tool in a course related to network fundamentals with 63 students, taught at a bachelor's degree level. The methodology used in this study was the application of statistical analysis to both the grades obtained by learners in the escape rooms and the answers to the Student Engagement Scale SES-4D related to the engagement they experimented during the escape rooms. The results obtained present an 11% rise in the average academic performance with respect to the average of previous academic years, a 15% increase in the success rate and an overall average of 4.1 in a 5 point likert-type when it comes to students’ engagement. Therefore, the outcome achieved is definitely positive from all three points of view, thus leading us to recommend the use of escape rooms in other courses.

Author(s) Details:

Pedro Juan Roig Roig,
Miguel Hernández University, Elche, Spain and University of the Balearic Islands, Spain.

Salvador Alcaraz,
Miguel Hernández University, Elche, Spain.

Katja Gilly,
Miguel Hernández University, Elche, Spain.

Cristina Bernad,
Miguel Hernández University, Elche, Spain.

Carlos Juiz,
University of the Balearic Islands, Spain.

Please see the link here: https://stm.bookpi.org/PLLER-V4/article/view/13148

Medical Crossword Puzzles: An Effective Formative Assessment Tool to Promote Learning | Chapter 9 | Advanced Concepts in Medicine and Medical Research Vol. 5

 This unit aimed to detail the students ‘perceived benefits from Crossword baffle-based knowledge. Using active-education strategies in the classroom form learning more charming and gives students more ambition. Given that they spark curiosity, encourage fault-finding thinking, improve understanding of concepts, and serve to augment lecture content, crossword puzzles are thinking to be an charming instructional tool for impressionable assessment.The study secondhand free online possessions, crossword puzzles for the students all the while microbiology and immunology lectures. These lectures are part of the Microbiology and Immunology joined course taught in the MD3 period curriculum of the College of Medicine and Health Sciences. National University of Science and Technology, Oman. Students’ perceptions of the crossword confuse activity were evaluated through an 8-item inquiry using a 5-point Likert scale. The data was calm, tabulated, and statistically resolved.Most of the students (89.4%%) suggested for more common use of crossword puzzles in the homeroom as it is great fun achievement in the classroom and unique habit of testing their understanding of the lecture contents. Nearly 86% of the undergraduates indicated that crossword puzzles assisted them to advance their examination grades.Students seen that crossword puzzles enhanced their education of microbiology and immunology. Crossword puzzles in the study hall are an easy, creative, and useful way to adjoin active education to many medical courses, such as Immunology and Microbiology.

Author(s) Details:

Sannathimmappa M. B.,
Department of Microbiology and Immunology, College of Medicine and Health Sciences, National University of Science and Technology, Oman.

Please see the link here: https://stm.bookpi.org/ACMMR-V5/article/view/12554

Three-Dimensional Molecular Model for Active Inorganic Chemistry Learning: A Hand-made Approach | Chapter 6 | Current Topics on Chemistry and Biochemistry Vol. 7

 Due to allure advantageous belongings on the teaching and knowledge process, the use of microscopic models in instruction has confirmed the significance of this arrangement. It is clear that utilizing homemade finishes is very main in science instruction. This study create pieces of advice for utilizing the microscopic model in high schools and academies to educate and judge synthetic abilities and knowledge. Three microscopic models for twelve inches/30.48 centimeters measured structure whole cells are bestowed in this place research. The request of help-created 3D molecular model has the potential to determine a fun and charming education position for scholars. These models have the potential to change learning question from abstract to authentic to advance a more certain stance toward learning clear wholes.

Author(s) Details:

Elahe Keshavarz,
Department of Basic Sciences, Farhangian University, Tehran, Iran.

Please see the link here: https://stm.bookpi.org/CTCB-V7/article/view/9228

Researching the Use of Problem-based Learning (PBL) Approach in English for Business Courses: The Case of Sultan Qaboos University| Chapter 6 | Research Highlights in Language, Literature and Education Vol. 2

 Problem-located learning (PBL) is a learner-centred process-familiarize pedagogical planning that aims to develop the skills of cooperation, problem-solving and self-supervised learning. Although this approach is used in differing fields of study, it is underused and under-researched in English vocabulary Teaching (ELT). Therefore, this research explores the significance and suggestion of PBL in ELT. The study attempts to demonstrate by means of what to empower learners by engaging bureaucracy in real-planet issues surrounding business, commerce, environment or administration themes they are interested in and can have connection with. The paper sheds light on habits learners can take charge of their learning and create their connections accompanying authentic business material. It starts with a factual background to problem-located learning and the action and relevance of PBL in a teaching-education situation. It reward to show how PBL motivates intrinsically and advances self-directed and alive learning. In LANC 1070- English for Business 1(an English for Academic Purposes course), PBL fosters self-supervised learning as the juniors make choices and take conclusions about current economic questions in accomplishing the various achievements of the process throughout the term- thereby empowering bureaucracy through highly charming tasks and active learning projects. They research and discuss various strategies to combat the problem, separate the work among the team members, examine their findings and peer-educate what they learn. They develop an consequence for the situation as a group and present their findings to other groups. Students degrade how they gained research skills, teamwork, research finishes, self-management and occasion management skills. This process acquired immune deficiency syndrome the learners in becoming being the reason for their learning as they indulge in thoughtful critical thinking about what is being well-informed, making them lifelong learners. This research advises ways for a experienced PBL class, including learner independence in choosing their groups, scholar feedback at the right time, bright reflective journals, etc.

Author(s) Details:

Moin Amena,
Department of Humanities, Centre for Preparatory Studies, Sultan Qaboos University, Muscat, Sultanate of Oman, Oman.

Please see the link here: https://stm.bookpi.org/RHLLE-V2/article/view/8934

Active Learning Students – A State of the Art about STEM Education | Chapter 09 | Current Research in Language, Literature and Education Vol. 6

 Active-learning classes boost students' overall learning, according to STEM (science, technology, engineering, and mathematics) education study. One of the STEM teaching frameworks is TBL.

Small group interaction may be more important in team-based learning (TBL) than in any other regularly employed instructional technique in university education.

Three facts support this conclusion. To begin, group work is critical in TBL for exposing students to course knowledge and enhancing their ability to apply it. Second, with TBL, group work takes up the majority of class time. Third, TBL courses often include many group assignments aimed at improving learning and encouraging the formation of self-managed learning teams. This article takes you on a journey through the perspectives of numerous authors on STEM (science, technology, engineering, and mathematics).


Author(S) Details

Maria Nascimento Cunha
Universidade Lusiada, Member of CIAC - Centro de Investigacao em Artes e Comunicacao, Portugal.

View Book:- https://stm.bookpi.org/CRLLE-V6/article/view/7026

Recent Perspective: Providing Deep Learning through Active Engagement of Adult Learners in Blended Courses | Chapter 9 | New Horizons in Education and Social Studies Vol.2

Malcolm Knowles [1] indicates that adult learners are most likely to be actively engaged in learning when they are given some choice and control over the learning process. When the curriculum relates to the adult learner’s interests, is individualized, and authentic; the adult learner becomes actively engaged in the process by making a ‘psychological investment’ in learning. Teaching a blended course presents certain challenges for the instructor when creating lessons to actively engage adult learners. This paper discusses how active engagement is defined and determined, barriers that impact adult learners attempting to actively engage in learning, and various strategies to actively engage adult learners that directly align to the characteristics of the adult learning process, in a blended course.

Author(s) Details

Dr. Darlene Mc Donough,
School of Education, St. Bonaventure University St. Bonaventure, New York.

View Book :- http://bp.bookpi.org/index.php/bpi/catalog/book/215