Self-directed Learning in Anatomy Improves Concept, Retention, and Communication Abilities, as Study Done on First-Year MBBS Students |Chapter 3 | An Overview of Literature, Language and Education Research Vol. 4

Introduction: Understanding anatomy in depth is extremely valuable because it serves as the foundation for all surgical branches. To comprehend pathology, surgeons must first grasp the normal morphology of organs. As anatomy subject is the basis of all surgical branches, its understanding in depth is of great value. Surgeons need to understand the normal morphology of organs to understand the Pathology. The syllabus of Anatomy is vast and also volatile, to summarize large amounts of facts and train students for the acquisition of skills, it is believed that students learn by practice.

 

Objectives: The present study is aimed at developing concepts and assessing the students’ opinions about the SDL method. Also, to estimate the role of the self-directed learning method in the retention and understanding of Anatomy.

 

Methodology: The present study included 140 students of first-year MBBS. The present study was conducted by the Department of Anatomy during the academic year 2017 to 2018. The steps to conduct SDL were four. Orientation and planning, Brainstorming session, Presentation, and Written Assessments. A total of 10 close-ended feedback questionnaires were given after the SDL intervention.

 

Results: It was observed that students enjoyed the new method of teaching and they felt that it could be helpful to perform better in university examinations. At the same time, student’s perception was assessed by using the Pre and Post Multiple Choice Questions test (MCQ). It was clear from their improved post-test scores how beneficial this session had been in helping the students understand the material. Pupils correctly labelled their diagrams and wrote concise answers. They then presented their answers. The study method encourages students to actively participate leading to active learning with better recall as proven in our study by assessing them theoretically after 15 days without prior intimation. Definitely, students performed well with marks ranging from 5 to 9 out of 10 marks.

 

Conclusion: SDL definitely improved my understanding of the subject. This method encourages students to actively participate leading to active learning with better retention, in addition, this method helps students to develop communication skills.

 

Author (s) Details

Anita Rahul Gune
Department of Anatomy, D. Y. Patil Medical College, Kolhapur, Maharashtra-416003, India.

 

Vasudha R Nikam
Department of Anatomy, D. Y. Patil Medical College, Kolhapur, Maharashtra-416003, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v4/2288

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

Self Directed Learning and Its Application in Anatomy | Chapter 08 | New Horizons in Medicine and Medical Research Vol. 4

 

In today's medical field, new technologies are stepping in to help patients achieve positive results. New technologies necessitate qualified and skilled doctors to meet the obstacles of using the technology. When we are ready to learn new things on our own, i.e. self-directed learning, we can explore and update our own knowledge. Self-motivation to attain one's objectives will always result in the desired outcome. Self-directed learning is introduced in competency-based medical education (CBME) in all preclinical subjects to strengthen not only the basis but also to instil the habit of self-directed learning. In the dynamic process of self-directed learning, the student's cognitive ability emerges. In Anatomy, several perspectives on self-directed learning and various methods of self-directed learning are examined.

Author(S) Details

S. S. Anjali
Department of Anatomy, MGMIHS, India.

View Book:- https://stm.bookpi.org/NHMMR-V4/article/view/6370

Nursing Students’ Critical Thinking, Problem Solving and Self Directive Learning Skills: The Effect of Problem-Based Learning (PBL) Versus Lecture Based Learning (LBL) | Chapter 10 | Issues and Development in Health Research Vol. 5

Background: There is a lot of literature on Problem-Based Learning (PBL) in medical and nursing education, but there isn't much from a cultural standpoint. As a result, the study's goal was to compare the outcomes of nursing students who received PBL with standard lecture in terms of critical thinking, problem-solving, and self-directed learning. PBL, or student-centered outcome-based learning, has become increasingly important in higher education and has been shown to increase learning quality among students at all levels and across disciplines.

Methods: A randomised controlled trial (RCT) design was employed with 85 undergraduate students who were enrolled in a mental nursing course and studied at level seven. The following instruments were used: PBL Evaluation Questionnaire with 20 elements for self-report (PBLEQ). The 14 items on the Self-assessment Scale on Active Learning and Critical Thinking (SSACT) scale are divided into two categories: "active learning" and "critical thinking." With coefficient alpha >0.8, all scales were highly reliable.

The experimental group was regarded PBL is effective in their learning process (t=3.568; p0.05) according to the study results, which demonstrated that the survey response rates were 100%. At pre and post intervention, the total SSACT indicated a significant difference in the experimental group (t=6.413; p0.05). In the pretest, there was a significant difference in percentage score between the experimental and control groups (t=2.374, p0.05).

Conclusion: This study provides information on the usefulness of PBL in building professional knowledge, developing problem-solving abilities, creating self-directed learning, and improving motivation from the perspective of students. It also encourages effective group collaboration while also encouraging active learning and critical thinking. As a result, PBL can easily be considered an alternate approach of teaching nursing students because it allows students to act as experts in clinical situations with little knowledge and motivates them to think not only deeply but also rigorously while establishing lifelong learning abilities.


Author (S) Details

Hend Al Najjar

Pediatric Nursing, King Saud Bin Abdul-Aziz University for Health Sciences, College of Nursing, Jeddah, Saudi Arabia.

Amal Ibrahim Khalil

Psychiatric and Mental Health Nursing, Menoufyia University, Egypt and King Saud Bin Abdul-Aziz University for Health Sciences, College of Nursing, Jeddah, Saudi Arabia.

Siti Awa Abu Bakar

Adult Nursing, King Saud Bin Abdul-Aziz University for Health Sciences, College of Nursing, Jeddah, Saudi Arabia.

View Book :- https://stm.bookpi.org/IDHR-V5/article/view/3972