Gender preference between traditional and PowerPoint methods of teaching gross anatomy.

INTRODUCTION: Teaching and learning process is increasingly metamorphosing from the traditional chalk and talk to the modern dynamism in the information and communication technology. Medical education is no exception to this dynamism more especially in the teaching of gross anatomy, which serves as one of the bases of understanding the human structure. OBJECTIVE: This study was conducted to determine the gender preference of preclinical medical students on the use of traditional (chalk and talk) and PowerPoint presentation in the teaching of gross anatomy. SUBJECTS AND METHODS: This was cross-sectional and prospective study, which was conducted among preclinical medical students in the University of Maiduguri, Nigeria. Using simple random techniques, a questionnaire was circulated among 280 medical students, where 247 students filled the questionnaire appropriately. The data obtained was analyzed using SPSS version 20 (IBM Corporation, Armonk, NY, USA) to find the method preferred by the students among other things. RESULTS: Majority of the preclinical medical students in the University of Maiduguri preferred PowerPoint method in the teaching of gross anatomy over the conventional methods. The Cronbach alpha value of 0.76 was obtained which is an acceptable level of internal consistency. A statistically significant association was found between gender and preferred method of lecture delivery on the clarity of lecture content where females prefer the conventional method of lecture delivery whereas males prefer the PowerPoint method, On the reproducibility of text and diagram, females prefer PowerPoint method of teaching gross anatomy while males prefer the conventional method of teaching gross anatomy. CONCLUSION: There are gender preferences with regard to clarity of lecture contents and reproducibility of text and diagram. It was also revealed from this study that majority of the preclinical medical students in the University of Maiduguri prefer PowerPoint presentation over the traditional chalk and talk method in most of the questions ask.

Estrategias didácticas para potenciar el aprendizaje de Farmacología clínica / Didactic strategies to improve the learning of clinical Pharmacology

Introducción: Al realizar una primera aproximación al problema del aprendizaje de la Farmacología por la ausencia de estrategias didácticas efectivas, se ha observado como problema, que médicos practicantes reducen el proceso de prescripción a una práctica centrada en el fármaco, y dejan de lado el carácter diagnóstico y terapéutico centrado en el paciente. Objetivo: Analizar las diferentes estrategias didácticas aplicadas en el proceso enseñanza-aprendizaje de la Farmacología en la Educación Médica Superior. Material y Métodos: Se realizó una revisión a partir de bibliografía y documentación académicas que aporten a la investigación, mediante bases de datos especializadas (PubMed, EMBASE, LILACS y Web of knowledge). Resultados: El Aprendizaje Basado en Problemas o ABP es una metodología activa donde el estudiante interactúa, participa o construye su propio conocimiento a través del análisis crítico, búsqueda de soluciones, del pensamiento análogo, pero sobre todo, de su papel como centro del proceso de enseñanza-aprendizaje. Se reconoció el juego como una actividad entretenida, creativa y dinámica como también la aplicación en las aulas de clase del software educativo. Conclusiones: Se concluye que existe una gran diversidad de estrategias y metodologías que pueden aplicarse con éxito para el aprendizaje de la Farmacología pero que requieren un cambio estructural y curricular que apoyen su integración a la asignatura(AU)

Introduction: When carrying out a first approach to the problem of the learning of the Pharmacology for the absence of effective didactic strategies, it has been observed as problem that medical practitioners reduce the prescription process to a practice centered in the medicine, and they leave aside the diagnostic and therapeutic character centered in the patient. Objective: To analyze the different didactic strategies applied in the process teaching-learning of the Pharmacology in the Superior Medical Education. Material and Methods: it was carried out a revision starting from bibliography and academic documentation that contribute to the investigation, by means of specialized databases (PubMed, EMBASE, LILACS and Web of knowledge). Results: The Learning Based in Problems or ABP(in Spanish) is an active methodology where the student interacts, participates or builds their own knowledge through the critical analysis, search of solutions, of the similar thought, but mainly, of their paper like the center of the teaching-learning process. It was recognized the game like an amusing, creative and dynamic activity as well as the application in the classrooms of educational software classes. Conclusions: as conclusion in taken that a great diversity of strategies and methodologies that can be applied with success for the learning of the Pharmacology exists but that they require a structural and curricular change to support their integration to the subject(AU)

INNOvATIvE METHODS OF TEACHING PHARMACy ENGLISH / Монголын эм зүй, эм судлал

Abstract: The purpose of this paper is to evaluate the Mongolian traditional methods of teaching as well as multimedia teaching and suggest other useful teaching methods that can be attempted in imparting knowledge to the students. Basically teaching must include two major components sending and receiving information. Ultimately, a teacher tries his best to impart knowledge as the way he understood it. So, any communication methods that serve this purpose without destroying the objective could be considered as innovative methods of teaching. The use of innovative method in educational institutions has a potential not only to improve education, but also to empower students, strengthen governance and galvanize the effort to achieve the human development goal for the country.Aim: Introduces importance of Pharmacy English andDevelop innovative teaching methods.Introduction: Education is a light that shows the mankind the right direction to surge. In academia over 50% of all research is published in English. (In some science fields virtually all studies are published in English) The language of business, technology, science, the internet, popular entertainment and sports. So these facts estimate how important the English is. 93% of the employees say English is required for potential career promotion.We have to convert English into sport and learning process has to generate interest in students and motivate them to stay back in the institution than run away from it. Education should become fun and a thrill to them rather than burden and boredom. It is an integral part of their growth and helps them to become good citizens.Methods and Materials: Communicative teaching methods (CTM), presentation practice production (PPP), Cognitive Code Approach (CCA), Situational Approach(SA),survey,examination And Acrosssltimedia resources and teaching experiences of various fields.Conclusion: Across the world information technology is dramatically altering the way students; faculty and staffs learn. Researchers recommend that the teaching would be highly effective if the teacher start to use recent multimedia technology and various teaching methods to make the lesson more effective and language learning as fun.References:• Agnew, P.W.,Kelleman, A.S & Meyer. J. (1996)Multimedia in the classroom, Boston: Allyn Bacon.• Ganzorig. D Professional English For Pharmacists(2012)• BPP (2001) Success in your Research project• Toe, R &Wong, A (2000) Does problem based learning Create A Better Student: A Reflection? A Paper presented at the 2nd Asia Pacific Conference on Problem-Based learning: Education Across Discipline, December 4-7, 2000 in Singapore.• Lippincott Williams &Wilkins, a Wolters Kluwer (2009) English for Pharmacy writing and oral communicationInternational Journal of pharmacy teaching & Practices 2013, Vol.4 Issue 1, 442-446 Awareness of Pictograms among the Undergraduate Pharmacy Students in a Pharmacy College in Karnataka, India: A Preliminary study

Application of Action-oriented Teaching Method in Specific Courses of Rehabilitation / 中国康复理论与实践

@#Action oriented teaching is to train a person's comprehensive vocational ability for the teaching goal, widely used in vocational education field. In the rehabilitation of specialized curriculum teaching method using orientation, not only can stimulate inner motivation in students to cultivate students' comprehensive analysis ability and developing thinking ability, but also help students' comprehensive ability and quality of career.

Applications of Multi-teaching Methods in Kidney Disease Teaching / 中华医学教育探索杂志

Objective:To compare the effects of different methods through applying five teaching methods in kidney disease teaching.Method:29 students of seven-year-training project of Grade 2001 of Nanjing Medical University are teaching objects.Results: Clinical thinking training and case report teaching get better general evaluations.Conclusion:Using different methods of teaching in different courses can get better effects.