Introduction: Attitude, Ethics and Communication modules (AETCOM) for undergraduate medical students have been suggested by the Indian Medical Council (2015) in the new curriculum based on ...competencies. There is a need to assess the attitude of students towards communication skills training modules. Communication Skills Assessment Scale (CSAS) is an accepted tool for it. Aim: To assess the attitude of first year medical undergraduate students towards communication skills learning programme. Materials and methods: The present cross-sectional study was conducted in Department of Physiology at Government Medical College, Aurangabad, Maharashtra, India, in the third week of November 2016. Total 60 students from first year undergraduate (MBBS) course were included in the study. The CSAS questionnaire has 26 items using five-point Likert scale with 13 positive and 13 negative statements about communication skills training labelled as Positive Assessment Scale (PAS) and Negative Assessment Scale (NAS). The scores were compared for gender groups and English medium and vernacular medium group by Independent two-tailed student’s t-test. Results: Sixty students (34 females and 26 males) were present with mean age of 18.4±0.8 years. Overall, PAS was 53.5±7.8, and NAS was 32.2±6.1. Among 26 males, PAS was 52±10.7, and among 34 females it was 54.7±4.4 (p-value=0.18). NAS in males was 34.2±6.3, whereas, in females, it was 30.7±5.6 (p-value= 0.026). Conclusion: The findings indicate the acceptability of communication skills training among first year MBBS students. There is a need to utilise these positive perception among students and train them to become competent doctors with the desired communication skills.
Context
Synchronous distance education (SDE) has been widely used for health science students in recent years. This study examined the effectiveness and acceptance of SDE compared with traditional ...education for health science students and explored the potential moderators that could impact the pooled results.
Methods
A systematic review and meta‐analysis was conducted of randomised controlled trials (RCTs) from January 2000 to March 2020 searched on nine electronic databases, including Web of Science, PubMed, Cochrane Library, Scopus, EMBASE, CINAHL, ERIC, PsycINFO, and ProQuest Dissertations and Theses. The outcomes measured were knowledge, skills with objective assessments and overall satisfaction with subjective evaluations. The pooled results were calculated using random‐model effects, and moderators were explored through meta‐regression.
Results
A total of seven RCTs with 594 participants were included. At the post‐test level, the pooled effect size of knowledge acquisitions (SMD 0.12, 95% CI −0.07‐0.32) showed insignificant difference between the SDE and traditional education groups (P = .207), with low heterogeneity (I2 = 17.6%). Subgroup analyses observed no factors that significantly impacted the pooled results of knowledge acquisition at the post‐test levels (P for interaction > 0.05). Knowledge gains from pretest to post‐test in SDE groups also did not differ significantly between groups (SMD 0.15, 95% CI −0.22‐0.53; P = .428). The pooled effect size of skills (SMD 0.02, 95% CI −0.24‐0.28; P = .735) was similarly insignificant. The pooled effect size of overall satisfaction (SMD 0.60, 95% CI 0.38‐0.83; P < .001) significantly favoured SDE over traditional education. Incorporating two‐group studies without randomisations did not significantly change the overall results of knowledge acquisition at the post‐test level (SMD −0.002, 95% CI −0.11‐0.10; P = .994), with moderate heterogeneity (I2 = 61.9%).
Conclusions
Synchronous distance education was not significantly different from traditional education in effectiveness and had higher satisfaction ratings. Our findings might provide indications for adoptions of online remote education in health science education centres.
Synchronous distance education appears to be neither better nor worse than traditional education but is often preferred. The findings should facilitate consideration now of how education might continue to evolve post‐pandemic.
Most educational institutions have been forced to transition to online education, prompting the adaptation of instructional approaches to ensure the diverse student population is accommodated. ...Digital learning platforms have created educational barriers for many adult students as the
shift towards online education has accelerated due to the global COVID-19 pandemic. Decades of traditional classroom experiences have enabled learned behaviour and the shift to online may no longer align with the students' preferences, decreasing motivation and resulting in suboptimal
outcomes. Exploration of the transition from traditional to online education has found technological barriers and the development of inclusive learning environments as transitional complexities for the adult learner. Examination of advantages and disadvantages of age-appropriate inclusive
learning environments enables adaptation to equivalent learning opportunities. The transition to online education presents challenges and opportunities; however, through continuous evaluation and refinement, adaptation of digital learning can enhance the adult learner experience.
The present paper aims at briefly summarizing the impact the 2019 - 2020 pandemic outbreak had on the educational field, when, with no prior preparation, all classes in the academic environment moved ...in the cyberspace, unveiling challenges for both teachers and students. The paper discusses the concepts of both online teaching and learning, their use to meet the needs of a specific category of students in different parts of the world as well as similarities and differences between the traditional and the online means of educating. The shift to mass online education has proved to be challenging, even impossible in certain areas, unveiling difficulties for all stakeholders involved. Though technology is widely used nowadays in all aspects of our lives, special focus is laid on teachers’ and students’ challenges, their expectations as well as their feelings regarding the new reality – that of attending all classes online in order to reach the goal: the acquisition of information and knowledge necessary in their future professional lives.
This paper intends to explore the various ways in which social media can be used to enhance learning and engagement, as well as the potential challenges and risks that may arise. The study focuses ...on face-to-face formal K-12 education which is a system that generally covers 12 grades including primary and secondary schools. The manuscript provides a comprehensive theoretical literature review of the existing research on the topic, highlighting the main findings and discussing the implications. Social media platforms such as Facebook, YouTube, and Twitter have turned into an increasingly prevalent and influential aspect of modern society, and they have also begun to infiltrate the realm of education. However, during this study it has been noticed that there are few studies examining the effects of social media in K-12 education. Namely, some research has been conducted on higher or online education. Accordingly, while there are certainly benefits to applying social media in education, such as the ability to connect with a global network of learners and access to a vast array of information and resources, there are also challenges that must be considered. Thus, the results of this study provide clarification on previous research and lay the foundation for future examinations of the potential advantages and disadvantages of using social media in K-12 education.
•This is an empirical study with data from 94 Spanish students from a Management course.•Traditional education technologies enable instructors to engage students.•Student engagement increases ...learning performance.•Learning performance leads to a greater student satisfaction.•Social media applications amplify the above relationships.
Understanding how information technology (IT) resources create value in Management education requires new and more powerful theories. This research examines the impact of IT resources on Management education using the case method. We theorize that traditional education technologies enable instructors to engage students to increase learning performance, which in turn leads to greater student satisfaction, and that social media applications can amplify these relationships. The empirical analysis, partial least squares path modeling performed on survey and secondary data from 94 Spanish students in a Management course, supports our theory.
Background: Effective education for learning in professional fields, especially dentistry, is one of the necessities of society, and considering the importance of oral and maxillofacial diseases in ...dentistry as well as the lack of information in the field of comparing modern teaching methods and traditional methods.
Objectives: This study was conducted to compare the effect of two methods of face-to-face education, lecture, and virtual education, on the motivation and academic progress of 6th-semester dental students.
Methods: In this randomized intervention study, 36 students in the 6th semester of dentistry in Birjand were randomly divided into two intervention and control groups. In the control group, the face-to-face teaching method was used in lecture style, and in the second group, the online virtual teaching method was used. Before and after the intervention, the same written test of educational content was taken from both groups, and academic motivation was measured with the Academic Motivation Scale (AMS) of Vallerand et al. The data were analyzed with SPSS software and using descriptive statistics, independent t-tests, and paired t-tests. The P-value was considered significant at the level of 0.05.
Results: The average age of the participants in the face-to-face training group was 23.89 ± 2.826, and in the virtual group was 23.50 ± 1.855, which was not statistically significant (P = 0.629). There was no significant difference between the average scores of students’ motivation and academic progress between the two groups before (P > 0.05) and after the intervention (P > 0.05). Although there was an increase in students’ average scores of academic motivation and academic progress after the intervention between the two groups of face-to-face education and virtual education, there was no statistically significant (P > 0.05).
Conclusions: It seems that virtual teaching, like lecture teaching, can be effective in students’ academic progress and motivation and can be considered a complementary teaching method.
Introduction: The introduction of curriculum based medical education by National Medical Commission (NMC) aims to produce graduates of global standard through curricular reforms. Early Clinical ...Exposure (ECE) is one of the proposed reforms in the new curriculum, which when designed and integrated into the teaching programmes will enhance the attitude and communication skills of the students. Aim: To develop, implement and evaluate the ECE module in biochemistry and also evaluate the faculty and student feedback for ECE as teaching module and ways to improve them. Materials and Methods: The cross-sectional study, was conducted from June 2020 to August 2020, in the Department of Biochemistry, CMC and hospital Ludhiana, Punjab, India. Study was conducted on 70 phase 1 Bachelor of Medicine and Bachelor of Surgery (MBBS) students admitted in year 2020. The faculty along with the students were sensitised to the ECE teaching module. The ECE module pertaining to the two selected topics (Type 2 Diabetes Mellitus (T2DM) and Jaundice) was developed and discussed under case-based sessions and clinical implementation sessions. After these sessions the feedback was taken from the faculty and the students. The results were collected, analysed and expressed in percentages and charts. Results: In present study, out of total 75 students (a batch of 75 out of which five students were absent) 29 (38.67%) were boys and 46 (61.33%) were girls. Majority of the students 35 (50%) strongly agreed that ECE increased their attention in class, and helped them to understand the topic in a better manner- 36 (51.4%) agreed, with a better correlation of the topic- 31 (44.3%) agreed. whereas the majority 3 (75%) of the faculty agreed that ECE is important for understanding the clinical relevance of the topic and 3 (75%) agreed that its more time consuming. All the faculty agreed 4 (100%) that it is better teaching method as compared to the traditional method. Conclusion: ECE is better and acceptable way of teaching and learning then traditional. It motivates students to read and helps them understand the clinical relevance in a better way. It increases their attention in the class and helps to retain the topic for long
The artificial neural network (ANN) is employed to study children's psychological emotion recognition to fully reflect the psychological status of preschool children and promote the healthy growth of ...preschool children. Specifically, the ANN model is used to construct the human physiological signal measurement platform and emotion recognition platform to measure the human physiological signals in different psychological and emotional states. Finally, the parameter values are analyzed on the emotion recognition platform to identify the children's psychological and emotional states accurately. The experimental results demonstrate that the recognition ability of children aged 4-6 to recognize the three basic emotions of happiness, calm, and fear increases with age. Besides, there are significant age differences in children's recognition of happiness, calm, and fear. In addition, the effect of 4-year-old children on the theory of mind tasks is less than that of 5- to 6-year-old children, which may be related to more complex cognitive processes. Preschool children are experiencing a stage of rapid emotional development. If children cannot be guided to reasonably identify and deal with emotions at this stage, their education level and social ability development will be significantly affected. Therefore, this study has significant reference value for preschool children's emotional recognition and guidance and can promote children's emotional processing and mental health.
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