Students’ conceptions of distinct constructivist assumptions

The effect of Jigsaw technique on nursing students' psychomotor skill levels and academic achievement: A quasi-experimental study

AIM

To determine the effect of Jigsaw Technique on students' psychomotor skill levels, academic achievement and retention of knowledge on local drug applications and their opinion on Jigsaw Technique.

BACKGROUND

It is thought that the use of teaching methods and techniques that will increase the student's participation in the lesson and increase the satisfaction level in the learning process will affect the achievement of the expected outputs at the end of the lesson.

DESIGN

Quasi-experimental educational intervention study.

METHODS

The study was conducted with 98 first-year undergraduate nursing students in Turkey. The students in the intervention group (n=49) learned the subject with the jigsaw technique and the students in the control group (n=49) learned the subject with the traditional method. Data were collected using "Questionnaire for Local Drug Applications", "Skill Assessment Form", "Jigsaw Opinion Scale", "Kolb Learning Style Inventory-III" and demographic questionnaire. Percentage, frequency, independent sample t-test, ANOVA were used in data analysis.

RESULTS

The results showed that there was no statistically significant difference between the local drug application knowledge mean scores of both groups (A: 64.72 SD 11.66; B: 65.89 SD 13.13; p>.05). The difference between the skill point averages of both groups (A: 69.18 ± 15.99; B: 52.35 SD 19.85; p<.05) was found to be significant. In the first and second measurements to determine the permanence of knowledge, the mean score of the intervention group (78.23 SD 13.26; 73.37 SD 14.28) was compared to the control group (67.64 Sd 14.87; 54.42 SD 12.82) was found to be significantly higher (p<.05). It was determined that the Jigsaw Opinion Scale mean score of the students was 55.80 SD 7.49.

CONCLUSIONS

In the results of the study, it was determined that the Jigsaw Technique is an effective teaching method to improve the psychomotor skill levels of nursing first year students and to increase the retention of knowledge.

Immersive technology in ophthalmology education: a systematic review

Background

Despite the increasing use of immersive technology (IT) in ophthalmology, the effectiveness of this approach compared to other teaching practices is unclear. This systematic review aimed to determine the value of IT to teach students ophthalmic skills and whether it can supplement or replace conventional teaching practices.

Methods

A systematic search was performed of CENTRAL, MEDLINE, EMBASE, ERIC and PsychINFO databases. Randomised controlled trials comparing IT interventions versus (1) no training, (2) standard training, (3) different types of IT interventions, (4) different doses of IT interventions were eligible for inclusion.

Results

Seven trials involving 177 participants were included. IT offered some benefit compared to standard training as most trials demonstrated evidence of learning represented by composite performance score and performance time. Repetitive training with IT displayed similar results.

Conclusion

IT appears to improve the ophthalmic skill of healthcare trainees and should be considered as a supplement to training.

Assessing How Teachers Enhance Self-Regulated Learning: A Multiperspective Approach

Teachers’ behavior in the classroom can be assessed from different perspectives using teacher ratings, student ratings, or classroom observations. This article presents an observation instrument to assess teachers’ promotion of self-regulated learning (SRL), capturing teachers’ instruction of self-regulation strategies as well as characteristics of the learning environment that should foster students’ self-regulation. Thirty-four classroom videotapes were systematically coded regarding teachers’ promotion of SRL. Moreover, student and teacher ratings were collected to compare different perspectives. For the prediction of students’ SRL, the value of observation data and of teacher and student ratings was analyzed. The results suggested that teacher and observer ratings did not agree, and that teacher and student ratings agreed to some extent. Regression analysis showed that the instruction of metacognitive strategies assessed through observations as well as through student ratings significantly predicted students’ SRL, whereas the ratings of the observed learning environment predicted student SRL and achievement negatively. In addition, teachers’ perceptions of fostering situated learning also predicted SRL of their students.