The Comparison Between Teacher Centered and Student Centered Educational Methods (original) (raw)
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Pakistan Journal of Medical and Health Sciences
Aim: To investigate the comparison between teacher centered and Student centered medical education approach among multiple medical and dental institutes of Lahore. Methods: A thorough investigation was done by collecting data on results of students given Teacher centered medical education and Student centered medical education. Students of each class were divided into 5 groups and given tasks of presenting on given topics and individual students’ participation was encouraged in each group. Results: The results of teacher centered teaching showed that 20% of class scored above 80% marks. 78% of class scored between 60% and 80% marks and 2% scored less than 60% marks. On the other hand the student centered presentation had an excellent outcome where 100% of students scored more than 80% marks, out of which 60% scored more than 90%. Conclusion: It is concluded that Students’ performance in student centered medical education was higher than that in teacher centered education. This teach...
Preferred Choice of Teaching Methodology - Teacher Centered or Student Centered?
2018
Aim: To statistically analyse the factors involved in popularity of both the teaching methods being practiced in medical colleges. Study design: Questionnaire based study. Place & duration of study: Department of General Surgery and Medical Education , Khawaja Muhammad Safdar Medical College, Sialkot from November 2017 to May2018. Methods: Two categories for comments Group I - Teacher centered Teaching and Group II- Student centered Teaching (Modern) were made and results compiled. The questionnaire was to be filled completely and a time of 6 months was given to answer all questions. The respondents were supposed to comment on both systems upon each and every point they raised. The collected questionnaires were studied and any queries and ambiguities were made clear by talking to the doctors in person or on telephone. Those who incompletely filled the questionnaires were excluded from the study. Data was entered and analysis done by SPSS v 22. Results: One thousand students included...
The Impact of Student-Centered Pedagogy on Training in a Pediatrics Course
International Journal of Pediatrics
Introduction: The most important change in medical education is a shift from didactic teacher-centered and subject-based teaching to the use of interactive, problem-based, student-centered learning. Student-centered approach is a teaching approach t that encompasses replacing lectures with active learning, integrating self-paced learning programs and cooperative group situations, ultimately holding the student responsible for his own advances in education. This study aimed to determine the attitudes of students towards learning method based on problem solving as a student-centered and their satisfaction from the student-centered learning method in the medical students of Mashhad University of Medical Science. Materials and Methods: this was a descriptive cross-sectional study. In total, 47 M.Sc. students of health (11 male and 36 female) was selected to participate in this study. We used convenience and purposeful sampling strategies. Data collection tools included an 8-items questi...
Preference of teaching and learning methods in a new medical school of Malaysia
Teaching and learning are the two sides of a coin. Henceforth, there is a strong correlation between the methods used in delivering the information by the lecturers and the assimilation of that knowledge by the students. MBBS programme of FPSK, UniSZA, is divided into two phases, preclinical (Year I and II) and clinical (Year III, IV and V) phases. The main teaching and learning methods for preclinical phase include lecture, tutorial, practical, problem based learning (PBL) and early clinical exposure (ECE). This cross-sectional study was conducted in July 2013 in UniSZA, Malaysia. 50 respondents from preclinical phase were randomly selected from total 117 students to answers the questionnaire. The questionnaire was developed with extensive literature review and pretested and validated. The questionnaire has been divided into 5 sections. The data were analysed using the SPSS 17.0. This study showed that 36 (72%) out of 50 respondents chose lecture as the most preferred teaching and learning method. Five (10%) out of 50 respondents preferred tutorial and 3 (6%) out of 50 respondents preferred PBL, practical and ECE respectively. None of the respondents chose Computer Assisted Learning (CAL) as a preferred method. Probably learning guideline of CAL is not clear that make the session the most unpreferred. Majority of the students in preclinical phase preferred lecturer/teacher-centred learning session to acquire knowledge in a medical school.
The scope of student centered learning in medicine
Education in medicine is transforming gradually in order to balance and optimize the information explosion with the technology boom of the 21 st century. Today, education has become almost a fashion and is one of the most popular engagements for all. In this positively inspiring climate; the fervent search goes on for user-friendly, effective and applicable educational and instructional strategies in medicine that can work efficiently towards the grooming of our future physicians and surgeons at a feasible input of labor, cost and time. Several teaching-learning theories have been suggested and they have invariably worked to a greater or lesser degree in different situations. One of the revolutionary ideologies in contemporary pedagogy is the recommendation for a shift of emphasis in responsibility from teacher to student; driven by the need for a change in the traditional didactic and dogmatic medical education atmosphere in order to prevent the students from becoming passive, apathetic and bored. The term "student centered learning" represents this shift in roles during teaching and learning. Student centered learning, gives students greater autonomy and control over choice of subject matter, learning methods and pace of study. While the rhetoric of theory and research is influential, personal experience is also a powerful motivator and this is central to the success of student centered learning in the modern educational climate. This article outlines an interpretation of student centered learning in the medical scenario, describe attempts to introduce student centered activities to education courses, and discusses some of the issues arising from the adoption of these approaches.
Methods of Teaching and their Impact on Learn
Mediterranean Journal of Social Sciences, 2015
This study highlights the role and importance of teaching where the student is in focus in our basic education, some of the phenomena that accompany the learning process and education, as well as expressing some inherent considerations about ways, techniques and the most effective forms of teaching-centered nowadays student. To achieve the main goal of this work and to achieve the objectives set, except for the use of an extensive literature contemporary in the field of teaching, I researched own material by interviewing students, parents and teachers as well as doing surveys with them. As primary sources were interviews, observations, questionnaires and surveys that are structured and semi-structured. Instruments of this survey are development of quantitative and qualitative measurement, in a word mixed methods. To understand better the functioning of teaching methods and their effect on the learning process was followed and observed classes in institutions designed to observe. The process of data and processing were conducted through three instruments: review of the literature, direct observation and questionnaires. The main object of this paper is to:-To make an interpretation of the method of student-centered teaching, which is the most efficient and most used by teachers.-To discern the current situation of these teaching methods, as aligned with European standards, which are the possible solutions to these schools and the premise to create a much more effective teaching. So I think that this paper is an attempt to distinguish some of the causes that lead to malfunctioning of our learning process in basic education, and to suggest some ways and forms a much more contemporary teaching.
Goal: To design, implement and evaluate feasible modified teaching methods for Upgrading Teaching- learning practices among undergraduate students. Objectives: 1. To find out perception of students on teaching methods. 2. To find out perception of teachers on current teaching methods. 3. To develop checklist of necessary, feasible changes based on student?s and teacher?s perceptions. 4. To evaluate the effect of modified teaching methods. 5. To create awareness of the same to different departments of our institute. Methodology: Study type: Interventional study with quantitative and qualitative analysis. Place of Study : Department of Community Medicine of Medical Institute in Mumbai. Duration: 12 months. Study population: Undergraduate II & III M.B.B.S. students. Study tools: Attendance record, Questionnaires, Focused Group Discussions (FGDs), Checklist. Inclusion criteria: 1. Undergraduate II & III M.B.B.S. students. 2. Students willing to participate in the study. Results: In depth interviews were taken among the students who passed out the Community Medicine subject. FGDs were conducted among the students who were studying the Community Medicine subject. Based on the results of the in depth interview & FGDs among students, the questionnaire was prepared for the teachers to know the perceptions of teachers & responses to the student?s perceptions. Based on the student?s & teacher?s responses, the checklist was prepared for better teaching learning process. Conlusion: The proportion of UG students with attendance >80% & >80% marks scored in the term end exam following the intervention which was statistically significant.
Students Guided Learning for Medical Students -Novel Teaching for the 21st Century
The changing demands of the Western organizational and academic world are having a great impact on the medical profession. Adapting medical students' learning to as-yet-unknown future needs requires changes in learning objectives, methods, and assessment and the development of new skills. Students frequently express initial opposition to paradigms that require them to take responsibility for their learning process and invest greater effort. They may be uncooperative, and this may impede their training and the adoption of such changes in other courses. This qualitative study examines changes in attitudes toward student-centered learning among 120 medical students who experienced student-guided learning (SGL), a novel method emphasizing the student's primary role and self-expression, in a 3-unit course titled Patient-Therapist Relationship. The data were gathered from reflective journals the students kept during the course. The application of SGL methods resulted in changes in students' attitudes toward adopting new teaching methodologies. Their initial opposition was expressed in low motivation, lack of cooperation, negative attitudes toward assignments, and lack of motivation toward adopting changes. At the end of the course there was an improvement in students' openness to change, and they showed a greater desire and higher motivation to adopt new paradigms and innovative methodologies.
In order to support medical students' learningthe manner in which their learning occursthe quality and development of the learning process needs to be better understood. This research aims to determine the learning approaches preferred by medical school students and the changes that occur over time. Materials and Methods: A Cross-sectional study was applied, including in the follow-up study. The study group comprised first-year students enrolled at Hacettepe University Faculty of Medicine from 2011 to 2015 (n = 2714). The follow-up study was conducted in May 2016. This time 1195 students participated. The "Learning Approaches and Study Skills Scale" (ASSIST) was utilized. The scores of the students' learning approaches in the first year were compared to examine the changes in the learning approaches they preferred in the research over the years. In addition, students' first and second scores were compared. Results: Participation rate of the study was 80%. Students who completed the ASSIST both times (n = 1195) resulted in a response rate of 55%. Learning approaches scores of students between 2011 and 2014 were ranked strategic, deep, and surface learning approaches, respectively. However, in 2015 it was ranked deep, strategic, and surface learning. cohorts. Medical students preferred the strategic learning approach in the first year. Their preference differed in the second assessment. Surface learning scores increased when compared with the first assessment. Conclusion: Learning skills of students should be supported not only in the first year but also throughout the entire teaching period. Strategic and deep learning scores decreased in the second assessment, while the mean score of the surface learning approach increased in all.
Pitfalls of currently practiced approach for teaching medical students: opinions & options
Innovative Publication, 2016
Introduction: During a didactic lecture, information is given to the students by the teacher, where students are passive listeners and the teacher is the narrator. Interaction between the students and the teacher, though intended, is not always possible because of several reasons. Other formats for teaching (small group discussions, seminars by students etc.) have been utilized but in a limited way, particularly in India. In many medical institutes, students are expected to attend several lectures and there is no scheduled respite between lectures. This study has been done to understand the shortcomings of the current format and duration of lecture from the point of view of students. Method: Feedback was obtained from first year MBBS students under anonymity and was analyzed. There were 94 responses on the format of lectures and 98 for duration of lecture. Their responses were analyzed and the percentage of response for each choice was noted. Results: 57.14% students were of the opinion that didactic lectures must be supplemented with small group discussions and 46.81 % of students feel that the optimum duration of a lecture should be between 30 to 45 minutes. Discussion: Our study shows that majority of the students are of the opinion that duration of lecture should not be more than 45 minutes and more focus should be on supplementation of didactic lectures with small group discussion. Incorporating the students view point while forming educational policies may improve their performance to great extent.