Modified Directed Self-Learning Sessions in Physiology with Prereading Assignments and Pecha Kucha Talks: Perceptions of Students

Autor/inn/en	Abraham, Reem Rachel; Torke, Sharmila; Gonsalves, James; Narayanan, Sareesh Naduvil; Kamath, M. Ganesh; Prakash, Jay; Rai, Kiranmai S.
Titel	Modified Directed Self-Learning Sessions in Physiology with Prereading Assignments and Pecha Kucha Talks: Perceptions of Students
Quelle	In: Advances in Physiology Education, 42 (2018) 1, S.26-31 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abraham, Reem Rachel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00048.2017
Schlagwörter	Physiology; Teaching Methods; Prereading Experience; Assignments; Student Attitudes; Independent Study; Medical Students; Visual Aids; Computer Software; Foreign Countries; College Freshmen; Undergraduate Students; Case Studies; Technology Uses in Education; India + Suchen Sie Ihr Suchwort? Physiologie; Teaching method; Lehrmethode; Unterrichtsmethode; Assignment; Auftrag; Zuweisung; Schülerverhalten; Selbststudium; Anschauungsmaterial; Ausland; Studienanfänger; Case study; Fallstudie; Case Study; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Indien
Abstract	The present study reports perceptions of first-year undergraduate medical students (n= 120), regarding modified directed self-learning (DSL) sessions in physiology. Students were provided with prereading assignments (faculty developed PowerPoint slides containing diagrams with incomplete labeling/ flowcharts with missing steps) pertaining to the DSL topic 1 wk before the scheduled small-group DSL presentations. During DSL presentation sessions, which were facilitated by teachers, a few students individually presented learning objectives in the specified topic. Apart from that, students discussed answers for the questions in the prereading assignment. Students were also given an opportunity to use technology to support DSL, by way of involving them in Pecha Kucha (PK) talks. The impact of the modified DSL method was determined by requesting students to respond to a validated questionnaire. Frequency analysis of the responses revealed that > 60% of students were positive about the modified DSL sessions improving their DSL, presentation, collaborative learning, and information retrieving skills. Students agreed that PK talks helped them to learn how to organize content (65%), present concise information (65.8%), and apply creativity (72.5%). Even though small in number, there were comments that the prereading assignments were useful for learning. The present study revealed that, even though students actively participated in modified DSL sessions, their perceptions on satisfaction and usefulness of the same toward achievement of various skills were not encouraging. The study generated significant results, which implies that undergraduate medical students should be oriented on the relevance of active learning strategies in their future studies. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: http://advan.physiology.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01