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Li G, Alam BF, Bashir R, Tarhini A, Nayab T, Sousa LM. A comparative analysis of online learning versus face-to-face learning approach in problem based learning in dentistry. Work 2024:WOR220674. [PMID: 38306076 DOI: 10.3233/wor-220674] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2024] Open
Abstract
BACKGROUND Problem-based learning (PBL), a student-centered approach which has been implemented in many educational institutes worldwide. OBJECTIVES This study aimed to evaluate and compare the proficiency of students in 5 key areas of PBL process and assess perceptions of students towards PBL learning using a self-explanatory questionnaire. METHOD This cross-sectional study was conducted from March 2020 to September 2022 and evaluated perceptions of 1st year dental students of Batch 2021 (having Face-to-face PBL sessions) and batch 2020 (having online PBL sessions) using a questionnaire. Three similar PBL cases were used, which assessed PBL parameters that included attendance, group dynamics, knowledge, communication skills and preparation. Statistical analysis was performed for all the categorical and continuous variables. RESULTS Majority of Distance Learning (DL) group (66.7%) concurred that PBL helped improve their communication skills, decision making power (66.7%), self-directed learning (80%) and promoted interaction with peers (66.7) and teachers (68.9%). The Face -to- Face (FF) group demonstrated better scores (7.7±2.42 & 7.55±2.55) with respect to their attendance and group dynamics (7.44±2.17 & 8.02±2.40) in PBL 1 & 3 as compared to DL group. Overall, better performance in all the 5 key areas of PBL was observed for the FF group versus the DL group. CONCLUSION The Distance learning (DL) group displayed a positive attitude and perception towards PBL as a learning strategy whereas Face-to-face (FF) group showed greater performance and proficiency in the key PBL parameters scores.
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Affiliation(s)
- Guang Li
- School of History, Capital Normal University, Beijing, China
| | - Beenish Fatima Alam
- Department of Oral Biology, Bahria University Dental College, Karachi, Pakistan
| | - Raima Bashir
- Department of Oral Biology, Bahria University Dental College, Karachi, Pakistan
| | - Ali Tarhini
- Department of Information Systems, Sultan Qaboos University, Muscat, Oman
| | - Talha Nayab
- Department of Dental Materials science, Sindh Institute of Oral Health Sciences, Jinnah Sindh Medical University, Pakistan
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MC C, J A, Bhimagani L, YS N, SJ L, Kunchapu M. E-learning vs conventional teaching among students during CoVid-19 pandemic in India. Bioinformation 2022; 18:1005-1008. [PMID: 37654847 PMCID: PMC10465765 DOI: 10.6026/973206300181005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2022] [Revised: 10/31/2022] [Accepted: 10/31/2022] [Indexed: 09/02/2023] Open
Abstract
Internet technology is considered as an important medium for many aspects, including academic learning. E-learning ("e" for electronic)has received much attention in the recent years globally, E-learning pioneer explains "e" as exciting, energetic, enthusiastic, emotional, extended, and educational. Second year students of Allied Health Sciences of all courses studying in Sri Devaraj Urs Academy of Higher Education & Research, Tamaka, Kolar, India were included in the study. A set of semi-structured questionnaire was distributed to the students based on the effectiveness of learning through e-classes and their understanding with the satisfaction level.A total of 124 students of mean age group was between 20 ± 1.45 years. 62% were females and 38% were male in this study. The mean score and percentage of all the parameters assessed suggest that online learning was less effective when compared to the conventional classroom teaching. It implies that e-learning is not as effective or superior teaching method for students in the learning context especially the practical aspect.
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Affiliation(s)
- Chaitra MC
- Sri Devaraj Urs Medical College, Constituent of Sri Devaraj Urs Academy of Higher Education and Research, Kolar, Karnataka, India
| | - Akhil J
- Sri Devaraj Urs Medical College, Constituent of Sri Devaraj Urs Academy of Higher Education and Research, Kolar, Karnataka, India
| | - Lathasri Bhimagani
- Sri Devaraj Urs Medical College, Constituent of Sri Devaraj Urs Academy of Higher Education and Research, Kolar, Karnataka, India
| | - Navya YS
- Sri Devaraj Urs Medical College, Constituent of Sri Devaraj Urs Academy of Higher Education and Research, Kolar, Karnataka, India
| | - Lavanya SJ
- Sri Devaraj Urs Medical College, Constituent of Sri Devaraj Urs Academy of Higher Education and Research, Kolar, Karnataka, India
| | - Meghana Kunchapu
- Sri Devaraj Urs Medical College, Constituent of Sri Devaraj Urs Academy of Higher Education and Research, Kolar, Karnataka, India
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Ab Ghani SM, Abdul Hamid NF, Lim TW. Comparison between conventional teaching and blended learning in preclinical fixed prosthodontic training: A cross-sectional study. Eur J Dent Educ 2022; 26:368-376. [PMID: 34403561 DOI: 10.1111/eje.12712] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/19/2021] [Revised: 06/11/2021] [Accepted: 07/10/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Blended learning utilizes technology with reduced face-to-face time and promotes a student-centred learning environment that excites the learning process. However, studies on blended learning in fixed prosthodontics is still lacking. This study aimed to compare students' performance in easy and difficult level of fixed prosthodontic preclinical projects given by either blended learning or conventional teaching. METHODS A cross-sectional study was conducted on 72 s-year dental students, who attended preclinical fixed prosthodontic training. Participants were randomly segregated into conventional teaching (n = 36) and blended learning (n = 36). All participants were evaluated for learning preferences using Visual-Aural-Read/Write-Kinesthetic (VARK) questionnaire and performed a project as their baseline skill assessment. They performed another two preclinical projects (easy and difficult level) after the allocated teaching approach. Learning preferences were analysed using Fisher's exact test and performance in preclinical projects were analysed with an independent t test (significant at p < .05). RESULTS The highest prevalence of learning preferences was the quad-modal preferences (50.7%), which were visual, auditory, reading/writing and kinesthetic. There were no significant differences in baseline skills and learning preferences (p > .05) between groups. No significant differences found between both teaching approaches for easy (p = .319) and difficult projects (p = .339). In the blended learning group, no significant difference was found in both difficulty level of projects (p = .064). CONCLUSION The participants performed equally on both teaching approaches. However, blended learning for preclinical fixed prosthodontics is anticipated as the new norm of learning, especially in the current pandemic with reduced face-to-face time.
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Affiliation(s)
- Siti Mariam Ab Ghani
- Centre of Restorative Dentistry Studies, Faculty of Dentistry, Sungai Buloh Campus, Jalan Hospital, University Teknologi MARA, Sungai Buloh, Malaysia
| | - Nor Faharina Abdul Hamid
- Centre of Restorative Dentistry Studies, Faculty of Dentistry, Sungai Buloh Campus, Jalan Hospital, University Teknologi MARA, Sungai Buloh, Malaysia
| | - Tong Wah Lim
- Centre of Restorative Dentistry Studies, Faculty of Dentistry, Sungai Buloh Campus, Jalan Hospital, University Teknologi MARA, Sungai Buloh, Malaysia
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Parmar S, Siddiqui A, Kaur S, Sarin J. Peer learning versus conventional teaching regarding antenatal assessment among nursing students in terms of knowledge, skills, and satisfaction: An interventional study. J Educ Health Promot 2020; 9:49. [PMID: 32318617 PMCID: PMC7161656 DOI: 10.4103/jehp.jehp_353_19] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/20/2019] [Accepted: 12/13/2019] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Eaching methods are the stimulation, guidance, direction, and encouragement for learning and also the means to achieve the desired educational objectives. AIM This study aimed to assess peer learning (PL) versus conventional teaching (CT) regarding antenatal assessment in terms of knowledge, skills, and satisfaction among nursing students. METHODS This was a quasi-experimental study conducted on 51 B.Sc.Nursing 3rd-year students who were selected by convenient sampling and randomly assigned to PL (n = 21) and CT (n = 30) group. Sample characteristics pro forma, structured knowledge questionnaire, observational checklist, and satisfaction rating scale wereused to collect data from nursing students through self-report and observational technique. RESULTS The study results revealed that the mean posttest knowledge score (19.1 ± 0.75) in PL group was higher than that in CT group (17.0 ± 0.741) and the mean rank skill score of PL group (44.90) was higher than that in the CT group (20.30). There was no significant difference (t = 1.08, P > 0.05) in mean posttest knowledge score, whereas the significant difference was found in posttest skill score (Z = 5.00, P ≤ 0.01) among nursing students. Most of the nursing students were satisfied with the CT method. There was a mild positive correlation (r = 0.25) between knowledge and skills regarding antenatal assessment among nursing students. CONCLUSION Based on the findings of the study, it can be concluded that both PL and CT groups were found to be equally effective in improving knowledge and skills of nursing students regarding antenatal assessment.
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Affiliation(s)
- Shagun Parmar
- Department of Obstetrics and Gynaecological Nursing, Maharishi Markandeshwar College of Nursing, Maharishi Markandeshwar (Deemed to be) University, Mullana, Ambala, Haryana, India
| | - Adiba Siddiqui
- Department of Obstetrics and Gynaecological Nursing, Maharishi Markandeshwar College of Nursing, Maharishi Markandeshwar (Deemed to be) University, Mullana, Ambala, Haryana, India
| | - Simarjeet Kaur
- Department of Obstetrics and Gynaecological Nursing, Maharishi Markandeshwar College of Nursing, Maharishi Markandeshwar (Deemed to be) University, Mullana, Ambala, Haryana, India
| | - Jyoti Sarin
- Obstetrics and Gynaecological Nursing Department Faculty of Nursing, Maharishi Markandeshwar (Deemed to be) University, Mullana, Ambala, Haryana, India
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Okoye HC, Meka IA, Ugwu AO, Yahaya IA, Otokunefor O, Ojo OO, Ugwu EO. Perception of problem based learning versus conventional teaching methods by clinical medical students in Nigeria. Pan Afr Med J 2019; 33:311. [PMID: 31692835 PMCID: PMC6815472 DOI: 10.11604/pamj.2019.33.311.19169] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2019] [Accepted: 07/19/2019] [Indexed: 11/11/2022] Open
Abstract
Introduction Problem-based learning (PBL) method which was introduced about 50 years ago in Canada is beginning to gain acceptance over conventional teaching method (CTM) worldwide in medical education but still remains unpopular in Nigeria. This study aims to determine the perception of clinical medical students to the use of both learning methods in pathology courses. Methods A cross-sectional quantitative survey was conducted in four Nigerian universities drawn from four regions of the country. Data were collected using pretested semi-structured self-administered questionnaires. Results The study included 310 respondents, 182(58.7%) males and 128(41.3%) females. Of all the participants, 257(82.9%) had heard of PBL prior to the study and 260(83.9%) thought it suitable for teaching and learning Pathology. Majority of participants, 221(71.3%) preferred a combination of both PBL and CTM while 238(76.8%) thought PBL suitable for all medical students. Some identified factors capable of enhancing adaptation of PBL into medical curriculum include conducive quiet spaces for learning and availability of computers with internet facilities for students' use. Conclusion Participants demonstrated high level of awareness of PBL and thought it suitable for all medical students. Availability of computers and up-to-date libraries with internet and audio-visual facilities could enhance adaptation of PBL into medical curriculum in Nigeria.
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Affiliation(s)
- Helen Chioma Okoye
- Department of Haematology and Immunology, College of Medicine, University of Nigeria, Ituku-Ozalla Campus, Enugu, Nigeria
| | - Ijeoma Angela Meka
- Department of Chemical Pathology, College of Medicine, University of Nigeria, Ituku-Ozalla Campus, Enugu, Nigeria
| | - Angela Ogechukwu Ugwu
- Department of Haematology and Immunology, College of Medicine, University of Nigeria, Ituku-Ozalla Campus, Enugu, Nigeria
| | - Isah Adagiri Yahaya
- Department of Chemical Pathology and Immunology, Bayero University/Aminu Kano Teaching Hospital, Kano, Nigeria
| | - Ochuko Otokunefor
- Department of Chemical Pathology, College of Medicine, University of Port Harcourt, Rivers State, Nigeria
| | | | - Emmanuel Onyebuchi Ugwu
- Department of Obstetrics and Gynaecology, College of Medicine, University of Nigeria, Ituku-Ozalla Campus, Enugu, Nigeria
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Khobragade S, Abas AL, Khobragade YS. Comparative study on the measurement of learning outcomes after powerpoint presentation and problem based learning with discussion in family medicine amongst fifth year medical students. J Family Med Prim Care 2016; 5:298-301. [PMID: 27843831 PMCID: PMC5084551 DOI: 10.4103/2249-4863.192350] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Background: Learning outcomes after traditional teaching methods were compared with problem-based learning (PBL) among fifth year medical students. Six students participated each in traditional teaching and PBL methods, respectively. Traditional teaching method involved PowerPoint (PPT) presentation and PBL included study on case scenario and discussion. Both methods were effective in improving performance of students. Postteaching, we did not find significant differences in learning outcomes between these two teaching methods. Aims: (1) Study was conducted with an intention to find out which method of learning is more effective; traditional or PBL. (2) To assess the level of knowledge and understanding in anemia/zoonotic diseases as against diabetes/hypertension. Settings and Design: All the students posted from February 3, 2014, to March 14, 2014, participated in this study. Six students were asked to prepare and present a lecture (PPT) and subsequent week other six students were asked to present PBL. Both groups presented different topics. Since it was a pre- and post-test, same students were taken as control. To maintain uniformity and to avoid bias due cultural diversity, language etc., same questions were administered. Materials and Methods: After taking verbal consent, all 34 students were given pretest on anemia and zoonotic diseases. Then lecture (PPT) by six students on the same topic was given it followed by posttest questionnaire. Subsequent week pretest was conducted on hypertension and diabetes. Then case scenario presentation and discussion (PBL) was done by different six students followed by posttest. Both the methods were compared. Statistical Analysis: Analysis was done manually and standard error of means and students t-test was used to find out statistical significance. Results: We found statistically significant improvement in performance of students after PPT presentation as well as PBL. Both methods are equally effective. However, Pretest results of students in anemia and zoonotic diseases (Group A) were poor compared to pretest results of students in hypertension and diabetes (Group B). The students who participated in presentation did not influence their performance as they were covering a small part of the topic and there were no differences in their marks compared to other students. Conclusions: We did not find significant differences in outcome after teaching between PBL and traditional methods. Performances of students were poor in anemia and zoonotic diseases which need remedial teaching. Assessment may influence retention ability and performance.
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Affiliation(s)
- Sujata Khobragade
- Department of Community Medicine, Melaka-Manipal Medical College, Melaka, Malaysia
| | - Adinegara Lutfi Abas
- Department of Community Medicine, Melaka-Manipal Medical College, Melaka, Malaysia
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