Real-Life Scenario Blended Teaching Approach for Nurturing Inquisitive Learning of Central Nervous System in Medical Students

Autor/inn/en	Narayanan, Sareesh Naduvil; Merghani, Tarig Hakim
Titel	Real-Life Scenario Blended Teaching Approach for Nurturing Inquisitive Learning of Central Nervous System in Medical Students
Quelle	In: Advances in Physiology Education, 47 (2023) 1, S.124-138 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Narayanan, Sareesh Naduvil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Physiology; Vignettes; Teaching Methods; Undergraduate Students; Medical Students; Medical Education; Neurology; Behavioral Sciences; Feedback (Response); Science Tests; Comparative Analysis; Blended Learning; Role Playing; Video Technology; Learning Processes; Formative Evaluation; Group Discussion; Student Attitudes; Tactual Perception; Foreign Countries; Surgery; Psychomotor Skills; Motor Reactions; Emotional Response; Reading Processes; Memory; Brain Hemisphere Functions; Scores; United Arab Emirates + Suchen Sie Ihr Suchwort? Physiologie; Teaching method; Lehrmethode; Unterrichtsmethode; Medizinische Ausbildung; Neurologie; Rollenspiel; Learning process; Lernprozess; Gruppendiskussion; Schülerverhalten; Taktile Wahrnehmung; Ausland; Chirurgie; Psychomotorische Aktivität; Emotionales Verhalten; Leseprozess; Gedächtnis; Vereinigte Arabische Emirate
Abstract	Among the various systems taught in the preclinical phases, the nervous system is more challenging to learn than other systems. In this report, a novel teaching methodology, "real-life scenario (RLS) blended teaching," is described and its effectiveness in facilitating inquisitive learning in undergraduate medical students is evaluated. This mixed-method study was conducted among three groups ("group 1," n = 83; "group 2," n = 85; and "group 3;" n = 79) of undergraduate medical students (18--20 yr) in the neurology and behavioral sciences module. RLS was presented to students in the form of demonstrations, role-plays, videos, and group activities. "Group 1" students underwent traditional teaching-learning sessions. "Group 2" students underwent RLS blended sessions and were provided with multiple miniassignments in a vignette format. "Group 3" students received RLS blended sessions, multiple miniassignments, peer discussions, multiple formative assessments, and facilitator feedback sessions. The student performances on different exams were compared in terms of their group, and their perceptions of RLS were documented. Students exposed to RLS sessions blended with multiple assignments, peer discussions, multiple formative assignments, and facilitator feedback sessions performed well in the final summative assessments (67.87%) compared with those exposed to RLS sessions and assignments (50.21%) or exposed to traditional teaching alone (50.34%). RLS sessions increased students' curiosity and motivated them to learn the subject well. RLS sessions stimulated student interest and facilitated their learning. RLS along with effective use of multiple assignments, formative assessments, and/or feedback sessions significantly improved student learning. This demonstrates the effectiveness of this active method in teaching various subjects with appropriate modifications. (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	2024/1/01