The Concept-Sharing Approach: A Teaching Strategy to Promote Objective-Oriented Learning and Academic Performance in Medical Students

Autor/inn/en	Thanprasertsuk, Sekh; Jumrustanasan, Tanoo; Somboonkusolsil, Laksanaree; Khwanjaipanich, Sirawit; Sukkee, Jirawin; Watanatada, Pasakorn; Qureshi, Shaun Peter; Bongsebandhu-phubhakdi, Saknan
Titel	The Concept-Sharing Approach: A Teaching Strategy to Promote Objective-Oriented Learning and Academic Performance in Medical Students
Quelle	In: Advances in Physiology Education, 45 (2021) 2, S.369-375 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thanprasertsuk, Sekh) ORCID (Bongsebandhu-phubhakdi, Saknan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Medical Students; Medical Education; Teaching Methods; Learning Processes; Concept Formation; Academic Achievement; Correlation; Student Attitudes; Course Objectives; Neurology; Physiology; Course Content; Undergraduate Students; Foreign Countries; Thailand + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Concept learning; Begriffsbildung; Schulleistung; Korrelation; Schülerverhalten; Neurologie; Physiologie; Kursprogramm; Ausland
Abstract	Traditionally teachers display the learning outline at the beginning and conclusions at the end of didactic teaching sessions, and students may find it difficult to understand how teaching activities relate to learning objectives and what they should study for assessments. We introduced the "concept-sharing approach" in our neurophysiology course. This approach explicates how the content relates with learning objectives throughout the entirety of each teaching session to help the students assimilate the learning material and direct their learning in an objective-orientated way. In this study, we aimed to examine satisfaction of the concept-sharing approach in medical students and to investigate the relationship between student perception of this teaching strategy and academic performance. The results demonstrated that most participants (74.1%) had a positive impression of this teaching strategy at the end of the course, which was significantly >50.7% at the beginning of the course (P < 0.001). The participants who agreed the concept-sharing approach was useful had significantly higher final assessment (P = 0.014) and end-of-course formative assessment scores (P = 0.001). The findings indicate that after experiencing this new teaching approach, medical students appreciate its utility and that students who engage with this approach are more likely to perform well in assessments. In summary, the concept-sharing approach is a simple teaching strategy which was favored by students and may promote academic performance. (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: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01