Comparison of case-based learning with didactic lectures in undergraduate physiology curriculum

Background: Conventionally, teaching in the subject of physiology is undertaken with the help of didactic lectures, practical demonstrations, and tutorials. Case-based learning (CBL) is known to impart analytical and problem-solving skills in the students. CBL motivates students to apply clinical knowledge from real-life scenarios to solve problems. Aims and Objectives: The aim of the study was to compare the effectiveness of didactic lectures and CBL in physiology among 1st-year BDS students and to gauge their perception. Materials and Methods: After ethical approval, this study was conducted at physiology department PIMS Udaipur. After taking informed consent, two groups of 40 students were taught two different topics using CBL and didactic lectures with cross-over study design. Students’ learning was assessed by 20 pre-validated MCQs. Mean ± SD of the pre- and the post-test scores of the students was taken. The post-test scores of the students in both the groups were compared using Student’s t test. P < 0.05 was considered as significant. Students’ perception was analyzed on Likert scale. Results: CBL was found to be statistically significant (P < 0.01) in both the topics. MCQ scores of didactic lectures was 7.972 ± 1.765 and 7.667 ± 1.971 while that of CBL was 9.111 ± 2.081 and 9.222 ± 2.257 in anemia and jaundice, respectively. Students gave favorable and encouraging perception on CBL method. Conclusion: CBL was more effective than didactic lectures in teaching physiology to undergraduates. First-year BDS students found interactive case discussions more enjoyable and educationally stimulating than lectures. Students’ feedback indicated that CBL could be incorporated more in undergraduate physiology Curriculum.

Introduction of SDL in Department of Anatomy: Evaluation of Learning and SDL Readiness

Background: Self-directed learning (SDL) is a process in which individuals assume the responsibility of identifying their learning needs, setting goals, locating sources, developing and implementing proper strategies, and evaluating the outcomes of learning both individually and collectively. The advantages of SDL include, but not limited to, gaining more autonomy in learning, having higher motivation for it, acquiring lifelong learning skills, and developing greater self-control, self-confidence, and self-management. SDL has become popular in medical curricula and has been advocated as an effective learning strategy for medical students to develop competence in knowledge acquisition. Aim and Objectives: To introduce self directed learning in the Department of Anatomy, to encourage faculty members to accept SDL as a Teaching Learning method and encouraging students to develop an attitude of self directed learning & to become lifelong learners. Methodology: After proper sensitization of the faculty & students regarding SDL, two sessions were conducted during the Anatomy Dissection Hall timings of the First Year students. The performance of the students, in the SDL topics was assessed using the MCQ & SAQ tests. Feedback regarding the SDL methodology was taken both from the students as well as the faculty. Also the Questionnaires were given to students applying Fischer’s Self Directed Learning Readiness Scale (SDLRS) & Jefferson Scale of Life Long learning –Health Profession Version (JeffSLL-HSP) & the results were statistically analyzed. Results: A total of 126 MBBS students of the first semester participated in SDL session and most students scored more than mean score in the tests after SDL sessions, there was a fourfold increase in the number of students scoring more than 80% in the two SDL tests. Also participating students showed high readiness towards SDL and were oriented to become Life Long Learners. Conclusions: SDL can be effectively implemented in the Department of Anatomy and it motivates students to become life long learners.

Exploring the teaching strategies of medical terminology / 中华医学教育探索杂志

This paper explores the teaching methods of medical English terminology from three aspects: vertical and horizontal learning thinking style, DAR(division, analysis and reading) three-step terminology reading process, and diverse comparative vocabulary learning methods. In the teaching, students are guided to establish a framework of terminology learning in a macroscopic level, to interpret medical step by step and to use some of the comparative learning methods in ordinary English vocabulary learning to consolidate the learning and memory of medical terms. Through these three aspects of teaching guidance, students are helped to weave their medical terminology learning framework, to build a terminology learning library, and to turn terminology learning and application into a lasting and effective learning process.

Método de aprendizaje profesional basado en proyectos para la formación de los trabajadores

Este artículo propone un método de aprendizaje profesional basado en proyectos para la formación inicial o continua de los trabajadores, el cual expresa como novedad científica el establecimiento de una dinámica que sistematiza la regularidad de un método de trabajo tecnológico con un método de enseñanza aprendizaje profesional e integra en periodos alternos por ciclos formativos profesionales a la docencia con la práctica laboral y el trabajo de investigación científica mediante el tratamiento de las relaciones entre lo instructivo con lo educativo y el crecimiento profesional. La investigación se orientó en un enfoque cuantitativo de tipo preexperimental. La muestra objeto de estudio, estuvo constituida por 60 estudiantes del Instituto Tecnológico de Holguin. Se emplearon como métodos el análisis documental, el enfoque sistémico, la observación, el preexperimento pedagógico y el estadígrafo Chi-Cuadrado (X2). Luego de analizar los datos, se encontró la existencia de transformaciones significativas en el aprendizaje de dichos estudiantes que generaron impactos favorables en los procesos productivos y de servicios en las cuales se insertaron laboralmente, concluyendo que este método desde su aspecto externo y estructura interna contribuye a elevar la calidad de la formación profesional del trabajador desde un enfoque más integral flexible y contextualizado.

This article proposes a project-based professional learning method for the initial or continuous training of workers. As a scientific novelty, it establishes a dynamic that systematizes the regularity of the technological work method -professional teaching-learning method- and integrates teaching with work practice and scientific research in alternate periods by professional training cycles by treating the relationships between instruction and educational and profesional growth. The research adopted a quantitative approach of a pre-experimental type. The sample under study consisted of 60 students from the Instituto Tecnológico de Holguin. Documentary analysis, systemic approach, observation, pedagogical pre-experiment, and the Chi-Square statistician (X2) were used as methods. After analyzing the data, significant transformations in these students' learning were found that produced favorable impacts on the productive processes and services in which they were inserted in the workplace. In conclusion, from its external aspect and internal structure, this method contributes to raising the worker's professional training quality from a more comprehensive, flexible, and contextualized approach.

"WhatsApp"- A Supplementary Teaching Method In Anatomy For First Year Medical Students And Students' Reflection On It

Rationality:WhatsApp has been accepted as one of the commonly used social media for communication, texting, instant massaging by us. Now, when the Medical Council of India is stressing upon the Self-Directed Learning, e-learning; and the UG medical curriculum is shifting towards the Competency based medical education; at this juncture this study has been conducted to observe the acceptability of the WhatsApp based learning of the students. Aim:To analyse the feedback of the students for the WhatsApp based group discussion introduced in parallel to the Method: In the tenure of one and half months the Abdomen- viscera demonstration classes a WhatsApp group has been formed with the students. Students were provided with different provoking questions and they were asked to search out the replies by searching internet, books, journals and to post in the group. After the Part-completion, a feedback has been obtained from the students regarding their perception for acceptability of the WhatsApp based discussion in parallel to the classical class-room teaching. Result: majority of the students have replied that (1) It helped them to clear doubts, (2) There was constant schrynchonus or aschrynchonus communication with peers as well as the facilitators, (3) It helped them to study at their own place, at own time, (4) It helped them to participate in the group discussion, even when they stayed apart, (5) It provoked them to find the internet to solve the answers of the questions, i.e. it otherwards, it helped them for self-directed learning unknowingly. Conclusion:Self directed learning, peer assisted group discussion when perceived as one of the positive attribute for the WhatsApp based group discussion, on the other hand the teaching-learning hours also expands outside the class-room hours. So, the core-competencies may be taught in the on-site classroom, whereas the other non-core areas as well as problem-based questions may be discussed in the social media platform with the students

Establishment of Antibiotics Use Rationality Evaluation Model in Patients Underwent Type Ⅰ Incision Surgery by Means of Machine Learning Method / 中国药房

OBJECTIVE： To establish antibiotics use rationality evaluation model in type Ⅰ incision surgery patients， and to provide reference for prescription review of clinical pharmacists. METHODS： Totally 432 inpatients underwent type Ⅰ surgical incision in a hospital from Jan. 1st- Dec. 31st， 2017 were selected as the research objects. The information of diagnosis and treatment including age， nosocomial infection， the number of kinds of antibiotics used were extracted. Based on the results of clinical pharmacists’ comments on the antibiotics use rationality in patients’ prevention and treatment， non-conditional Logistic regression and support vector machine （SVM） in machine learning method were used to convert clinical pharmacists’ comments into objective index that can be recognized by the machine learning model， using categories of antibiotics （preventive or therapeutic use） as dependent variables and the patient’s diagnosis and treatment information as independent variables. Classification and identification model was established for antibiotics use rationality in type Ⅰ incision surgery patients. Using sensitivity， specificity and Youden index as indexes， established mode was validated on the other 61 samples of type Ⅰ incision surgery patients. The rationality of antibiotics prescriptions in type Ⅰ incision surgery patients before （by manual review， Jan.-Dec. 2017） and after （Jan.-Oct. 2018） using the model were collected， and the effects of the model were evaluated. RESULTS： The sensitivity， specificity and Youden index of non-conditional Logistic regression model were 65.63％， 75.00％ and 40.63％， respectively. Main parameters of the model established by SVM included gamma 0.01， cost 10， sensitivity 92.19％， specificity 87.50％， Youden index 79.69％. The model established by SVM was better than non-conditional Logistic regression. SVM was used to validate established mode， and sensitivity， specificity and Youden index were 100％， 88.57％ and 88.57％， respectively. Compared with before using the model， the evaluation ratio increased from 69.44％ to 100％， the rate of prophylactic use of antibiotics decreased from 23.84％ to 16.43％， the rate of rational drug type selection increased from 37.86％ to 54.39％， and treatment course shortened from 5.01 days to 3.26 days after using the model. CONCLUSIONS： Established antibiotics use rationality evaluation model in typeⅠincision surgery patients by SVM in machine learning method fully covers all the patients， promotes rational use of antibiotics in typeⅠincision surgery patients， and provides a new idea for pharmacist prescription comment.

The Importance of Identifying Learning Styles in Medical Education / A Importância da Identificação dos Estilos de Aprendizagem na Educação Médica

ABSTRACT Learning is a complex construct that involves several factors, mainly the interaction between teachers and students in the process of teaching and learning. Understanding how students learn and which factors influence academic performance is essential information for lesson planning and evaluation, in addition to allowing a better use of students' learning potential and outcomes. The ability to constructively modify one's behavior depends on how well we combine our experiences, reflections, conceptualizations, and planning to make improvements. This seems particularly relevant in medical education, where students are expected to retain, recall, and apply vast amounts of information assimilated throughout their training period. Over the years, there has being a gradual shift in medical education from a passive learning approach to an active learning approach. To support the learning environment, educators need to be aware of the different learning styles of their students to effectively tailor instructional strategies and methods to cater to students' learning needs. However, the space for reflection on the process of teaching is still incipient in higher-education institutions in Brazil. The present article proposes a critical review of the importance of identifying students' learning styles in undergraduate medical education. Different models exist for assessing learning styles. Different styles can coexist in equilibrium (multimodal style) or predominate (unimodal style) in the same individual. Assessing students' learning styles can be a useful tool in education, once it is possible to analyze with what kind of learning students can better develop themselves, improving their knowledge and influencing positively in the process of learning. Over the last century, medical education experienced challenges to improve the learning process and curricular reform. Also, this has resulted in crucial changes in the field of medical education, with a shift from a teacher centered and subject based teaching to the use of interactive, problem based, student centered learning.

RESUMO A aprendizagem é uma construção complexa que envolve diversos fatores, principalmente a interação entre professores e alunos no processo de ensino/ aprendizagem. Entender como os alunos aprendem e quais fatores influenciam o desempenho acadêmico são informações essenciais para o planejamento das aulas, além de permitir um melhor aproveitamento do potencial de aprendizado e desempenho dos alunos. A capacidade de modificar construtivamente o comportamento de uma pessoa depende de quão bem combinamos nossas experiências, reflexões, conceituações e estratégias para desenvolver o processo de mudança. Isso parece particularmente relevante na educação médica, na qual se espera que os alunos retenham, processem e apliquem grandes quantidades de informação durante todo o período de treinamento. Ao longo dos anos tem havido uma mudança gradual na educação médica de uma abordagem de aprendizagem passiva para uma abordagem de aprendizagem ativa. Para fortalecer o ambiente de aprendizado, os educadores precisam estar cientes dos diferentes estilos de aprendizado de seus alunos e, desta forma, adaptar estratégias e metodologias pedagógicas que aprimoram o processo de aprendizagem. No entanto, o espaço de reflexão sobre o processo de ensino ainda é incipiente nas instituições de ensino superior no Brasil. O presente artigo propõe uma revisão crítica sobre a importância da identificação dos estilos de aprendizagem dos alunos no ensino médico de graduação. Existem diferentes ferramentas para avaliar estilos de aprendizagem. Diferentes estilos podem coexistir em equilíbrio (estilo multimodal) ou predominar (estilo unimodal) no mesmo indivíduo. Avaliar os estilos de aprendizagem dos alunos pode ser uma ferramenta útil na educação, uma vez que é possível analisar as vias sensoriais mais favoráveis para assimilar e processar os conhecimentos, influenciando positivamente o processo de aprendizagem. No último século, a educação médica vem postulando novos desafios para melhorar o processo de aprendizagem através da reforma curricular. Além disso, impulsionou mudanças cruciais no campo da educação médica, transformando um modelo de ensino passivo, previsível e centrado na figura do professor em um modelo de aprendizagem ativo, centrado no aluno, interativo e baseado em problemas.

Use Of Facebook As Teaching Method In Learning Microbiology For Second Year BDS Students.

Background& Objective: Information technology has taken a very vital role in everyone’s life. Students are using these technologies in day to day life. Social media has become one of the major tool for sharing thoughts, knowledge and photos from anywhere. Microbiology is one of the important subjects in the curriculum of Second year BDS students. They feel little difficult to understand and are often reluctant in asking doubts in the classroom. Facebook as a teaching learning tool was introduced to know feasibility, accessibility and improvement in performance in second year BDS students. Methodology:Sensitization to the whole class about the purpose of the study was done. Students were divided in two groups through random selection as Facebook and control group. They were exposed to the didactic lecture method for various topics. Later it was shared and discussed with Facebook group. Finally formative assessment was done with multiple choice questionnaires. Feedback from the Facebook group was taken to know feasibility and accessibility. They were also asked to comment about the concept of using Facebook as teaching learning tool. Performance was analyzed with the help of Chi Square test after entering marks in Excel sheets.Results:Facebook group performed well compared to the control group in formative assessment. The difference was statistically significant. Facebook group also commented positively on the idea of using Facebook as a teaching learning tool. Conclusion:It is concluded that social media such as Facebook can become one of the teaching learning tool for better performance in dental students.[

Students' perceptions and satisfaction level of hybrid problem-based learning for 16 years in Kyungpook National University School of Medicine, Korea / 한국의학교육

PURPOSE: Kyungpook National University School of Medicine has been implementing hybrid problem-based learning (PBL) since 1999. The aim of this study was to investigate the changes in the students' perceptions and satisfaction levels of hybrid PBL. METHODS: The target period of our study was from 1999 to 2014, and target subjects were second-year medical students in Kyungpook National University School of Medicine. The survey was conducted at the end of semester. We had a focused interview with group leaders and some volunteer students. RESULTS: As for the scores regarding students' overall satisfaction with PBL, there was significant improvement in 2005 compared to 2002, but the scores decreased and no differences between the survey years noted after 2005. The students' preference ratio for the once a week PBL sessions, tutor presence, synchronization of contents, and arrangement of PBL sessions and related lectures was 60%–80%, 50%–90%, 52%–96%, and 78%–93%, respectively. CONCLUSION: In order to increase students' satisfaction with hybrid PBL and to improve the perception of it, firstly, it is necessary to arrange the date and the time of PBL sessions so that students can concentrate on PBL. Secondly, PBL cases should be selected and arranged to be well synchronized with the ongoing lectures. Finally, it is important to create a safe atmosphere so that students can engage actively in PBL sessions.

The application of coherent learning method in the training for clinical medical postgraduate / 中华医学教育探索杂志

To train self-learning ability,clinical reasoning and comprehensive analytical ability of clinical medical postgraduates,we introduced the classic cases from the New England Journal of Medicine (NEJM) and made the coherent learning method of Learn classic cases-report clinical cases-write case reports.Students were required to learn the classic cases of NEJM independently,to report clinical cases based on classic cases' level and to write a high level case report.We encouraged students to learn independently and to learn to use it.The practice has proved that the coherent learning method is a gradual and systematic learning method,which can train clinical medical postgraduates' all-round abilities and help them to grow up to qualified doctors.

Five Steps Learning Method of Inner Canon of Huangdi / 浙江中医药大学学报

Objective] The primary objective of this article is to explore the learning method of Inner Canon of Huangdi and to improve the efficiency of studying classics of TCM. [Methods] To summarize the experience of teaching and participating in quiz of Inner Canon of Huangdi; to conclude reading, cognizing, identifying, mastering, and using into a five steps learning method; to elaborate the application and extending of every step. [Results] The five steps learning method is effective and practical, progressive and comprehensive. [Conclusions] Following the five steps learning method, learning process will be simplified, learning efficiency will be improved and learning achievement will be consolidated.

Discussion on the cultivation method of the postgraduate students in geriatrics / 中华医学教育探索杂志

Since China enters the aging society, there are several apparent trends, such as large elderly population base, rapid growth, aging, dysfunctional andempty nest. These phenomenon leads to a huge economic and social burden for our country and individuals. To meet the health demand of elderly population, our society urgently needs more professional and more comprehensive geriatri-cians. However, the current education methods, to some extent, limit the possibility of the graduates becoming a good geriatric medicine physician in relatively short period. Therefore, it is necessary to reform the geriatrics education methods. Systematic learning method, mutual complementarily method and Problem-based Learning (PBL) method can be used to help geriatrics graduate students master the theoretical knowledge and practical skills before working and lay a solid founding for becoming a good geriatric medicine physician in relatively short period.

Application of the team based learning method combined with the clinical pathway leaning method in clinical teaching of department of gynecology and obstetrics / 中华医学教育探索杂志

Objective To explore the practicality and feasibility and evaluation of the team based learning method (TBL) combined with the clinical pathway leaning method (CP) in clinical teaching of department of gynecology and obstetrics. Methods Toltally 40 clinical specialist interns selected for the study were randomly divided into two groups (each 20) respectively, using TBL com-bined with CP teaching method and traditional teaching method, and to make analysis and comparisons on the above two teaching methods. Differences were compared with t testing. Meanwhile, a question-naire survey was carried out among students of TBL combined with CP teaching group for qualitative analysis of the implementation effect of TBL combined with CP pedagogy. (Qualitative analysis is the medical students' evaluation of teaching effect, without further statistical processing). Results The professional test results of TBL combined with CP teaching team were superior to the traditional teach-ing group [(83.95 ±7.63) vs. (72.00 ±5.26)] and the difference was significant by paired t tests and analysis (t=5.063,P<0.05). The knowledge contest results of TBL combined with CP teaching team were superior to the traditional teaching group(90 vs. 85,95 vs. 75,85 vs. 70). TBL combined with CP method has been recognized by 90% medical students and they think that most of their quality has been further improved. Conclusions TBL combined with CP method for the clinical teaching of de-partment of gynecology and obstetrics is practical and feasible, and should be widely applied.

Evaluation of Small Group Discussion as a Teaching- Learning Method in Biochemistry for First Year MBBS Students: A Pilot Study.

Background: Significance of Small Group Discussion as a teaching learning method is yet to be explored in teaching Biochemistry for medical students in India. Hence, this experimental pilot study was undertaken to assess the effectiveness of small group discussion for first year MBBS students in learning Biochemistry. Materials and Methods: A voluntary group of 40 first year MBBS students were chosen randomly for the study comprising of both high achievers and low achievers. Study was conducted on a particular day for five consecutive weeks. In each session, small group discussion study pattern included a pretest followed by group discussion then by a post-test. Participants‘ feedback was obtained after completion of the study. Statistical comparisons were done on each PAIR (pre-test and post-test) of Mean scores obtained and Pearson‘s correlation co-efficient were calculated for each pair. Statistical significance was obtained at p<0.05. Results: Mean post-test scores were increased compared to mean pre-test scores in each PAIR and the increase was statistically significant. Significant positive correlations were observed between pretest scores and post-test scores in all PAIRS. Majority of the study group felt that small group discussion method will enhance their learning and memory. Conclusion: This pilot study emphasizes that small group teaching is an effective teaching learning method to develop the student‘s critical thinking and problem-solving skills. However, larger studies at several medical colleges for a longer duration have to be undertaken before arriving at a conclusion.

Student-Led Seminars as a teaching-learning method- effectiveness of a modified format.

Background and objectives: Student-led seminars (SLS) are being used as a teaching-learning method for undergraduate medical students in the Gulf Medical University, Ajman. Student feedback, however, ranked SLS as a poor teaching-learning method. Objectives were to assess effectiveness of a modified format for student-led seminars in the undergraduate medical curriculum. Methods: SLS was modified into a presentation followed by a quiz, to make it more interactive and student centred. The new format was implemented midway in the academic year. Student perceptions regarding SLS sessions were surveyed using an anonymous questionnaire and scored using a likert-like scale. Statistical significance (p < 0.05) was tested using the Wilcoxon signed ranked test using the SPSS19 software. Results: The new format was reported to be significantly more interesting, interactive, fun and made them feel more like a team. High number of students reported ―gained new knowledge‖, ―enjoyed learning through seminars‖, ―learnt new things from my colleagues in the seminar group‖ and ―enjoyed working with my colleagues for my seminar‖. Scores for ―improvement in communication skills‖, ―learnt to make a formal scientific presentation‖ and ―gained self-confidence after presenting the seminar‖ were also high. Conclusions: Since the main use of SLS as a teaching-learning method in Gulf Medical University, Ajman is to inculcate self-learning, peer-learning, teamwork and communication skills, the new format is significantly better at achieving the outcomes.

The application of the project-integrated teaching method in the teaching of optometry special examination techniques / 中华医学教育探索杂志

Objective To explore a new project-integrated teaching method and evaluate its effect in the course of optometry special examination techniques. Methods Class Three of Optometry 2011 was chosen as experimental group and used the new project integrated teaching method while Class Four was chosen as control group and used traditional teaching method , both class having 30 students. After the end of the course the students of both class were assessed the theoretical knowledge and operating skills of the same standard. The self-designed questionnaire was used to investigate stu-dents' self evaluation of the teaching effect. After students of both groups practiced in the same depart-ment of ophthalmology optometry clinic special inspection post for half a year, teachers' evaluation of the students' training performance was collected. Final examination scores, experimental examination scores and the teachers' evaluation scores of the two groups were compared by t-test respectively and the self-assessment results of the students of both groups were compared by chi-square test. Results The final examination and experimental examination scores of the experimental group were both higher than those of the control group significantly(P=0.001,0.002 respectively). The experimental group students had a significantly better self-assessment than the control group in learning interest ( P=0.007), understanding(P=0.046), self-learning ability(P=0.000), summary ability(P=0.009), ana-lytical ability(P=0.000) and innovation ability(P=0.000). The clinical teachers' evaluations of the ex-perimental group were better than the control group. The differences were statistically significant in standardization of practice, application ability, examination report reading ability and case analytical ability(P=0.000). Conclusion The project-integrated teaching method can help to improve the students' leaning motivation and cultivate students' autonomous learning ability and comprehensive analysis capa-bility and so on, which is helpful to reaching a good teaching effect and ensuring the teaching quality.

Methods for Effective Teaching and Meaningful Learning in Medical EducationII / 医学教育

  We describe popular learning methods in current medical education along with their bases in educational theory. Lectures have the advantage that teachers can provide students with a large amount of organized information. Problem-based learning is an active learning method using small-group discussions to motivate learning. Early clinical exposure is based on the theory of experiential learning. Simulation education has become more important from the point of view of patient safety. Participatory undergraduate clinical training and postgraduate clinical training should be understood as being based on the theories of cognitive apprenticeship and peripheral participation. Considering life-long learning, the reflective practitioner is a useful concept.

Methods for Effective Teaching and Meaningful Learning in Medical Education / 医学教育

  We present an overview of effective teaching and meaningful learning. When selecting teaching methods or learning methods, medical educators must understand the integrity of such methodology with an educational taxonomy or idealized images of future physicians as learners. Adult learning theory, self-directed learning, metacognition, reflective practitioners, and collaborative learning are the key concept for understanding outcomes to achieve when physicians are learners. Cultural differences as well as flexiblity in learning beliefs must be taken into account when applying educational theories from Western countries. Whereas there is no single optimal learning strategy, an elaborate combination of lectures, small-group discussions, and one-to-one instruction enables medical educators to teach learners effectively. Adult learners generally prefer to use various learning methods and to learn in an appropriate safe learning environment.

The application of discussion learning method in the cultivation of anesthetic residents / 中华医学教育探索杂志

It's essential to investigate an effective learning method in order to cultivate qualified anesthetic residents Discussion learning method has the characteristics of purposiveness and systematicness, and can promote learning activeness and cultivate creativity in clinical traning.The apllication of discussion learning method depend on the topic,preparation,style of discussion.In addition,the discussion should be guided and enlightenad by experienced senior doctors and a definite conclusion must be made after discussion

Learning through teaching and sharing in the jigsaw classroom

Teaching is a complex activity which consists not only of giving instructions but also promotion of learning. Different students have different preference for learning styles. Dental educators must therefore attempt to mix and match their methods of teaching to accommodate students with differing learning styles to provide an opportunity to maximize their learning. This paper aims to share the writer's experience and students' perceptions towards a different mode of teaching/learning method. The Jigsaw Classroom method was employed on University of Malaya's third-year dental students during their Water Fluoridation lecture. At the end of the session, students were asked to reflect upon the learning experience and to inscribe their feelings. Initially, students showed their resentment towards the new learning style but their resistance changed once they got into a group and started to learn from each other. In the reflective essay, most students expressed that learning through teaching and discussing as required in the Jigsaw method enhanced their understanding of the topic and they claimed that they were able to retain the information better. In this study, the Jigsaw method proved that learning in the lecture hall can be fun, educational and enriching.