Preference of teaching and learning methods in a new medical school of Malaysia
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| building | INTELEK Repository |
| collection | Online Access |
| collectionurl | https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072 |
| date | 2014-07-02 08:45:46 |
| format | Restricted Document |
| id | 11029 |
| institution | UniSZA |
| internalnotes | Angelo TA, Cross KP. Classroom Assessment Techniques: A Handbook for College Teachers. Second Edition. San Francisco: Jossey-Bass Publishers, 1993. 3-4. Available from http://www.scranton.edu/ academics/ctle/goldschmidt/pages/tips-pages/9-13-06.shtml (Accessed on 11/11/ 2013) Archibong IA, Nja ME. Towards Improved Teaching Effectiveness in Nigerian Public Universities: Instrument Design and Validation. Higher Education Studies, 2011; 1(2): 78-91. Available from http://dx.doi.org/10.5539/hes.v1n2p78 (Accessed on 20 November 2013). Bligh, D. 1972. What’s the use of lectures? Middlesex, England: Penguin. Brame CJ. CFT Assistant Director. Centre for Teaching. Vanderbilt University. Available from http://cft.vanderbilt.edu/teaching-guides/teaching-activities/team-based-learning/ (Accessed on 09/12/2013) Cadden D, Driscoll V, Thompson M. Improving teaching effectiveness through the application of SPC methodology. College Teaching Methods & Styles Journals, 2008; 4 (11): 33-46. Available from http://journals.cluteonline.com/index.php/CTMS/article/viewFile/ 5578/5661 (Accessed on 11/11/ 2013) Claxton CS, Murrell PH. Learning styles: Implications for improving education practices. ASHE-ERIC Higher Education Report, 4. Washington: Association for the study of Higher Education. 1987; 79. Available from http://files.eric.ed.gov/fulltext/ED293478.pdf (Accessed on 11/11/ 2013) Coffield F, Moseley D, Hall E, Ecclestone K. 2004. Learning Styles and Pedagogy in Post-16 Learning: a Systematic and Critical Review. London: Learning Skills and Research Centre. Cohen PA. Student Ratings of Instruction and Student Achievement: A Meta-Analysis of Multisection Validity Studies. Review of Educational Research, 1981; 51(3): 281-309. Available from http://dx.doi.org/10.3102/00346543051003281 (Accessed on 11/11/ 2013) Collins J. Education techniques for lifelong learning: principles of adult learning. Radiographics, 2004; 24(5): 1483-9. Available from http://dx.doi.org/10.1148/rg.245045020 (Accessed on 11/11/ 2013). Curry L. An Organization of Learning Styles Theory and Constructs. Annual meeting of the American Educational Research Association, Montreal, Canada, 1983. Available from http://files.eric.ed.gov/fulltext/ED235185.pdf (Accessed on 11/11/ 2013) Donner RS, Bickley H. Problem based learning in American medical education: An overview. Bull Med Libr Assoc, 1993; 81(3): 294-98. Available from http://www.ncbi.nlm.nih.gov/pmc/articles/ PMC225793/(Accessed on 09/12/2013) Dunaway GA. Adaption of team learning to an introductory graduate pharmacology course. Teach Learn Med 2005; 17(1): 56-62. Available from http://dx.doi.org/10.1207/s15328015tlm1701_10 (Accessed on 11/11/ 2013) Ellett CD, Teddlie C. Teacher Evaluation, Teacher Effectiveness and School Effectiveness: Perspectives from the USA. Journal of Personnel Evaluation in Education, 2003; 17(1): 101-28. Available from http://dx.doi.org/10.1023/A:1025083214622 (Accessed on 11/11/ 2013) Fleming ND, Mills C. Not another Inventory, Rather a Catalyst for reflection. To Improve the Academy, 1992; 11: 137-55. Available from http://digitalcommons. unl.edu/podimproveacad/246 (Accessed on 11/11/ 2013) Franzoni AL, Assar S. Student Learning Styles Adaptation Method Based on Teaching Strategies and Electronic Media. Educational Technology & Society, 2009; 12(4): 15–29. Available from http://www.ifets.info/journals/12_4/3.pdf (Accessed on 11/11/ 2013) Frederick PJ. The lively lecture-8 Variations. College Teaching 1986; 34(2): 43-50. Available from http://dx.doi.org/10.1080/ 87567555.1986.9926766 (Accessed on 11/11/ 2013) Frost P, Fukami C. Teaching effectiveness in the organizational sciences: Recognizing and enhancing the scholarship of teaching. Academy of Management Journal, 1997; 40(6): 1271-81. Available from http://dx.doi.org/10.2307/257033 (Accessed on 11/11/ 2013) Goe L, Courtney B, Little O. 2008. Approaches to evaluating teacher effectiveness: A research synthesis. Washington, DC: National comprehensive centre for teacher quality sponsored under government cooperative agreement. Guilbert JJ. 1991. Educational Handbook for Health Personnel. Delhi-110032, Shahdara: CBS Publishers & Distributors. 4.15. Haidet P, Fecile ML. Team-based learning: a promising strategy to foster active learning in cancer education. J Cancer Educ, 2006; 21(3): 125-8. Available from http://dx.doi.org/10.1207/s15430154jce2103_6 (Accessed on 11/11/ 2013) Haidet P, Morgan RO, O’Malley K, Moran BJ, Richards BF. A controlled trial of active versus passive learning strategies in a large group setting. Adv Health Sci Educ Theory Pract, 2004; 9(1): 15-27. Available from http://dx.doi.org/10.1023/B:AHSE.0000012213.62043.45 (Accessed on 11/11/ 2013) Haidet P, O’Malley KJ, Richards B. An initial experience with “team learning” in medical education. Acad Med, 2002; 77(1): 40-4. Available from http://dx.doi.org/10.1097/00001888-200201000-00009 (Accessed on 11/11/ 2013) Hunt DP, Haidet P, Coverdale JH, Richards B. The effect of using team learning in an evidence-based medicine course for medical students. Teach Learn Med, 2003; 15(2): 131–9. Available from http://dx.doi.org/10.1207/S15328015TLM1502_11 (Accessed on 11/11/ 2013) Jaffery N. 2005. Medical education, A Collection of articles. 2nd Ed. Ziauddin Medical University, Karachi; 58. James WB, Gardner DL. Learning styles: Implications for distance learning. New Directions for Adult and Continuing Education, 1995; 67:19-31. Available from http://dx.doi.org/10.1002/ace.3671995 6705 (Accessed on 11/11/ 2013) Keefe JW, Ferrell BG. Developing a Defensible Learning Style Paradigm. Educational leadership, 1990; 48(2): 57-61. Available from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199010_keefe.pdf (Accessed on 11/11/ 2013) Kharb P, Samanta PP, Jindal M, Singh V. The Learning Styles and the Preferred Teaching-Learning Strategies of First Year Medical Students. Journal of Clinical and Diagnostic Research, 2013; 7(6): 1089-92. Available from http://dx.doi.org/10.7860/JCDR/2013/5809.3090 (Accessed on 11/11/ 2013) Kimmel PL. Abandoning the lecture: curriculum reform in the introduction to clinical medicine. Pharos Alpha Omega Alpha Honor Med Soc, 1992; 55(2): 36-8. PMID: 1603831 (Accessed on 11/11/ 2013) Koh GC, Khoo HE, Wong ML, Koh D. The effects of problem-based learning during medical school on physician competency: a systematic review. CMAJ, 2008; 178(1): 34–41. Available from http://dx.doi.org/10.1503/cmaj.070565 (Accessed on 11/11/ 2013) Kroenke K. The lecture: where it wavers. The American Journal of Medicine, 1984; 77(3): 393-96. Available from http://dx.doi.org/10.1016/0002-9343(84)90088-3 (Accessed on 11/11/ 2013) Kühne-Eversmann L, Eversmann T, Fischer MR. Team- and case-based learning to activate participants and enhance knowledge: an evaluation of seminars in Germany. J Contin Educ, Health Prof 2008; 28(3): 165-71. Available from http://dx.doi.org/10.1002/chp.175 (Accessed on 11/11/ 2013) Levine RE, O’Boyle M, Haidet P, Lynn DJ, Stone MM, Wolf DV, Paniagua FA. Transforming a clinical clerkship with team learning. Teach Learn Med, 2004; 16(3): 270-5. Available from http://dx.doi.org/10.1207/s15328015tlm1603_9 (Accessed on 11/11/ 2013) Lubawy WC. Evaluating teaching using the best practices model. Am J Pharm Educ, 2003; 67(3): article 87. Available from http://dx.doi.org/10.5688/aj670387 (Accessed on 11/11/ 2013) Lujan HL, DiCarlo SE. First-year medical students prefer multiple learning styles. Adv Physiol Educ, 2006; 30 (1): 13-6. Available from http://dx.doi.org/10.1152/advan.00045.2005 (Accessed on 11/11/ 2013) Marton F, Saljo R. On qualitative differences in learning: I- Outcome and process. British Journal of Educational Psychology, 1976a; 46(1): 4-11. Available from http://dx.doi.org/10.1111/j.2044-8279.1976.tb02980.x (Accessed on 11/11/ 2013) Marton F, Saljo R. On qualitative differences in learning: II- Outcomes as a function of the learners conception of the task. British Journal of Educational Psychology, 1976b; 46(2): 115-27. Available from http://dx.doi.org/10.1111/j.2044-8279.1976.tb02304.x (Accessed on 11/11/ 2013) Mcinerney MJ. Team-based learning enhances long-term retention and critical thinking in an undergraduate microbial physiology course. Microbiology Education, 2003; 4(1): 3-12. Available from http://dx.doi.org/10.1128/jmbe.v4.68 (Accessed on 11/11/ 2013) Michaelsen LK, Fink LD, Knight A. 1997. Designing effective group activities: lessons for classroom teaching and faculty development. In: DeZure D, (Ed). To Improve the Academic Resources for Faculty, Instructional and Organizational Development. Stillwater, OK: New Forums Press; 373–9. Michaelsen LK, Knight AB, Fink LD. 2002. Team Based Learning: a Transformative Use of Small Groups in College Teaching. Sterling, VA: Stylus Publishing. Michaelsen LK. 2004. Getting started with team-based learning. Sterling, VA: Stylus Publishing Murphy RJ, Gray SA, Straja SR, Bogert MC. Student Learning Preferences and Teaching Implications. Journal of Dental Education, 2004; 68 (8): 859-66. Available from http://www.jdentaled.org/content/68/8/859.long (Accessed on 11/11/ 2013) Newble DI, Cannon RA. 1994. A Handbook for Medical Teachers. 4th ed. Boston: Kluwer Academic Press. Newble DI, Entwistle NJ. Learning styles and approaches: implications for medical education. Med Educ, 1986, 20(3): 162–75. Available from http://dx.doi.org/10.1111/j.1365-2923.1986.tb01163.x (Accessed on 11/11/ 2013) Omorogiuwa TBE, Eweka HE. Integrating Teaching And Practice: Effective Teaching-learning In Social Work Education. Bangladesh Education Journal, 2012; 11(2): 53-9. Available from http://scholar.google.com/scholar?q=.+Integrating+Teaching+And+Practice:+Effective+Teachinglearning+In+Social+Work+Education (Accessed on 11/11/ 2013) Samarakoon L, Fernando T, Rodrigo C, Rajapakse S. Learning styles and approaches to learning among medical undergraduates and postgraduates. BMC Medical Education, 2013; 13: article 42. Available from http://dx.doi.org/10.1186/1472-6920-13-42 (Accessed on 11/11/ 2013) Sarkar AP, Majumdar G. Perception on lecture class in Community Medicine among MBBS students of West Bengal in India. Reviews of Progress, 2013; 1(17): 1-7. Available from http://reviewsofprogress.org/UploadedArticle/39.pdf (Accessed on 11/11/ 2013) Searle NS, Haidet P, Kelly PA, Schneider VF, Seidel CL, Richards BF. Team learning in medical education: initial experiences at ten institutions. Acad Med, 2003; 78(10 Suppl): S55-8. Available from http://dx.doi.org/10.1097/00001888-200310001-00018 (Accessed on 11/11/ 2013) Seidel CL, Richards BF. Application of team learning in a medical physiology course. Acad Med, 2001; 76(5): 533-4. Available from http://dx.doi.org/10.1097/00001888-200105000-00071 (Accessed on 11/11/ 2013) Shakurnia A, Elhampour H, Boroojerdnia MG, Saeidian SR. Nursing and medical students' studying and learning approaches. Jntashapyr Journal, 2012; 2(4): 201-11. Available from http://jsmj.ajums.ac.ir/jentashapir/index.php/jentashapir/article/view/225 (Accessed on 11/11/ 2013) Soliven S. Teaching styles of high school physics teachers; 2003. Available from www.Hiceducation.org/Edu_2003Proceedings/Samuel%20R.%20Soliven.pdf (Accessed on 12 November 2013) Sovyanhadi M, Cort MA. Effectiveness of various nutrition education teaching methods for high school students: a case study in Alabama, United States. Malays J Nutr, 2004; 10(1): 31-7. PMID: 22691746 (Accessed on 11/11/ 2013) Steinert Y, Snell LS. Interactive lecturing: strategies for increasing participation in large group presentations. Medical Teacher, 1999; 21(1): 37-42. Available from http://dx.doi.org/10.1080/01421599980011 (Accessed on 11/11/ 2013) Svinicki MD, McKeachie WJ. McKeachie W. 1994. Teaching Tips: Strategies, Research and Theory for College and University Teachers. 9th ed. Lexington, MA: D.C. Heath Company. Tai BC, Koh WP. Does team learning motivate students’ engagement in an evidence-based medicine course? Ann Acad Med Singapore, 2008; 37(12): 1019-23. Available from http://www.annals.edu.sg/pdf/37VolNo12Dec2008/V37N12p1019.pdf (Accessed on 11/11/ 2013) Theall M, Franklin J. 1990. Student Ratings of Instruction: Issues for Improving Practice. New Directions for Teaching and Learning, no. 43. San Francisco: Jossey-Bass. Theall M, Franklin J. 2001. Looking for Bias in all the Wrong Places –A Search for Truth or a Witch Hunt in Student Ratings of Instruction? In: The Student Ratings Debate: Are they Valid? How Can We Best Use Them? Theall P, Abrami L, Lisa Mets (Eds). New Directions in Educational Research, no. 109. San Francisco: Jossey-Bass 45-56. Thomas PA, Bowen CW. A controlled trial of team-based learning in an ambulatory medicine clerkship for medical students. Teach Learn Med, 2011; 23(1): 31-6. Available from http://dx.doi.org/10.1080/10401334.2011.536888 (Accessed on 11/11/ 2013) Vasan NS, DeFouw D. 2007. The use of reading assignments and learning issues as an alternative to anatomy lectures in Team-Based Learning curriculum. In: Team-Based Learning for Health Professions Education. Michaelsen LK, Parmelee DX, McMahon KK, (Ed). Levine RE: Stylus Publishing; 169-194. Vasan NS, DeFouw D. Team learning in a medical gross anatomy course. Med Educ, 2005; 39(5): 524. Available from http://dx.doi.org/10.1111/j.1365-2929.2005.02146.x (Accessed on 11/11/ 2013) Weimer M. Problem-Based Learning: Benefits and Risks; 2012. Available at http://www.facultyfocus.com/articles/effective-teaching-strategies/problem-based-learning-benefits-and-risks/ (Accessed on 09/12/2013) Ismail et al. / Journal of Applied Pharmaceutical Science 4 (02); 2014: 048-055 055 Wood DF. ABC of learning and teaching in medicine. Problem based learning. BMJ, 2003; 326(8): 328-330. doi: http://dx.doi.org/10.1136/bmj.326.7384.328. Available from http://www.bmj.com/content/326/7384/328.pdf%2Bhtml (Accessed on 09/12/2013) |
| originalfilename | 5179-01-FH02-FPSK-14-00752.jpg |
| person | UniSZA Unisza unisza |
| recordtype | oai_dc |
| resourceurl | https://intelek.unisza.edu.my/intelek/pages/view.php?ref=11029 |
| spelling | 11029 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=11029 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072 Restricted Document Article Journal UniSZA Unisza unisza image/jpeg inches 96 96 774 88 88 1430 2014-07-02 08:45:46 1430x774 5179-01-FH02-FPSK-14-00752.jpg UniSZA Private Access Preference of teaching and learning methods in a new medical school of Malaysia Journal of Applied Pharmaceutical Science 4 (2), pp. 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 un-preferred. Majority of the students in preclinical phase preferred lecturer/teacher-centred learning session to acquire knowledge in a medical school. 4 2 48-55 Angelo TA, Cross KP. Classroom Assessment Techniques: A Handbook for College Teachers. Second Edition. San Francisco: Jossey-Bass Publishers, 1993. 3-4. Available from http://www.scranton.edu/ academics/ctle/goldschmidt/pages/tips-pages/9-13-06.shtml (Accessed on 11/11/ 2013) Archibong IA, Nja ME. Towards Improved Teaching Effectiveness in Nigerian Public Universities: Instrument Design and Validation. Higher Education Studies, 2011; 1(2): 78-91. Available from http://dx.doi.org/10.5539/hes.v1n2p78 (Accessed on 20 November 2013). Bligh, D. 1972. What’s the use of lectures? Middlesex, England: Penguin. Brame CJ. CFT Assistant Director. Centre for Teaching. Vanderbilt University. Available from http://cft.vanderbilt.edu/teaching-guides/teaching-activities/team-based-learning/ (Accessed on 09/12/2013) Cadden D, Driscoll V, Thompson M. Improving teaching effectiveness through the application of SPC methodology. College Teaching Methods & Styles Journals, 2008; 4 (11): 33-46. Available from http://journals.cluteonline.com/index.php/CTMS/article/viewFile/ 5578/5661 (Accessed on 11/11/ 2013) Claxton CS, Murrell PH. Learning styles: Implications for improving education practices. ASHE-ERIC Higher Education Report, 4. Washington: Association for the study of Higher Education. 1987; 79. Available from http://files.eric.ed.gov/fulltext/ED293478.pdf (Accessed on 11/11/ 2013) Coffield F, Moseley D, Hall E, Ecclestone K. 2004. Learning Styles and Pedagogy in Post-16 Learning: a Systematic and Critical Review. London: Learning Skills and Research Centre. Cohen PA. Student Ratings of Instruction and Student Achievement: A Meta-Analysis of Multisection Validity Studies. Review of Educational Research, 1981; 51(3): 281-309. Available from http://dx.doi.org/10.3102/00346543051003281 (Accessed on 11/11/ 2013) Collins J. Education techniques for lifelong learning: principles of adult learning. Radiographics, 2004; 24(5): 1483-9. Available from http://dx.doi.org/10.1148/rg.245045020 (Accessed on 11/11/ 2013). Curry L. An Organization of Learning Styles Theory and Constructs. Annual meeting of the American Educational Research Association, Montreal, Canada, 1983. Available from http://files.eric.ed.gov/fulltext/ED235185.pdf (Accessed on 11/11/ 2013) Donner RS, Bickley H. Problem based learning in American medical education: An overview. Bull Med Libr Assoc, 1993; 81(3): 294-98. Available from http://www.ncbi.nlm.nih.gov/pmc/articles/ PMC225793/(Accessed on 09/12/2013) Dunaway GA. Adaption of team learning to an introductory graduate pharmacology course. Teach Learn Med 2005; 17(1): 56-62. Available from http://dx.doi.org/10.1207/s15328015tlm1701_10 (Accessed on 11/11/ 2013) Ellett CD, Teddlie C. Teacher Evaluation, Teacher Effectiveness and School Effectiveness: Perspectives from the USA. Journal of Personnel Evaluation in Education, 2003; 17(1): 101-28. Available from http://dx.doi.org/10.1023/A:1025083214622 (Accessed on 11/11/ 2013) Fleming ND, Mills C. Not another Inventory, Rather a Catalyst for reflection. To Improve the Academy, 1992; 11: 137-55. Available from http://digitalcommons. unl.edu/podimproveacad/246 (Accessed on 11/11/ 2013) Franzoni AL, Assar S. Student Learning Styles Adaptation Method Based on Teaching Strategies and Electronic Media. Educational Technology & Society, 2009; 12(4): 15–29. Available from http://www.ifets.info/journals/12_4/3.pdf (Accessed on 11/11/ 2013) Frederick PJ. The lively lecture-8 Variations. College Teaching 1986; 34(2): 43-50. Available from http://dx.doi.org/10.1080/ 87567555.1986.9926766 (Accessed on 11/11/ 2013) Frost P, Fukami C. Teaching effectiveness in the organizational sciences: Recognizing and enhancing the scholarship of teaching. Academy of Management Journal, 1997; 40(6): 1271-81. Available from http://dx.doi.org/10.2307/257033 (Accessed on 11/11/ 2013) Goe L, Courtney B, Little O. 2008. Approaches to evaluating teacher effectiveness: A research synthesis. Washington, DC: National comprehensive centre for teacher quality sponsored under government cooperative agreement. Guilbert JJ. 1991. Educational Handbook for Health Personnel. Delhi-110032, Shahdara: CBS Publishers & Distributors. 4.15. Haidet P, Fecile ML. Team-based learning: a promising strategy to foster active learning in cancer education. J Cancer Educ, 2006; 21(3): 125-8. Available from http://dx.doi.org/10.1207/s15430154jce2103_6 (Accessed on 11/11/ 2013) Haidet P, Morgan RO, O’Malley K, Moran BJ, Richards BF. A controlled trial of active versus passive learning strategies in a large group setting. Adv Health Sci Educ Theory Pract, 2004; 9(1): 15-27. Available from http://dx.doi.org/10.1023/B:AHSE.0000012213.62043.45 (Accessed on 11/11/ 2013) Haidet P, O’Malley KJ, Richards B. An initial experience with “team learning” in medical education. Acad Med, 2002; 77(1): 40-4. Available from http://dx.doi.org/10.1097/00001888-200201000-00009 (Accessed on 11/11/ 2013) Hunt DP, Haidet P, Coverdale JH, Richards B. The effect of using team learning in an evidence-based medicine course for medical students. Teach Learn Med, 2003; 15(2): 131–9. Available from http://dx.doi.org/10.1207/S15328015TLM1502_11 (Accessed on 11/11/ 2013) Jaffery N. 2005. Medical education, A Collection of articles. 2nd Ed. Ziauddin Medical University, Karachi; 58. James WB, Gardner DL. Learning styles: Implications for distance learning. New Directions for Adult and Continuing Education, 1995; 67:19-31. Available from http://dx.doi.org/10.1002/ace.3671995 6705 (Accessed on 11/11/ 2013) Keefe JW, Ferrell BG. Developing a Defensible Learning Style Paradigm. Educational leadership, 1990; 48(2): 57-61. Available from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199010_keefe.pdf (Accessed on 11/11/ 2013) Kharb P, Samanta PP, Jindal M, Singh V. The Learning Styles and the Preferred Teaching-Learning Strategies of First Year Medical Students. Journal of Clinical and Diagnostic Research, 2013; 7(6): 1089-92. Available from http://dx.doi.org/10.7860/JCDR/2013/5809.3090 (Accessed on 11/11/ 2013) Kimmel PL. Abandoning the lecture: curriculum reform in the introduction to clinical medicine. Pharos Alpha Omega Alpha Honor Med Soc, 1992; 55(2): 36-8. PMID: 1603831 (Accessed on 11/11/ 2013) Koh GC, Khoo HE, Wong ML, Koh D. The effects of problem-based learning during medical school on physician competency: a systematic review. CMAJ, 2008; 178(1): 34–41. Available from http://dx.doi.org/10.1503/cmaj.070565 (Accessed on 11/11/ 2013) Kroenke K. The lecture: where it wavers. The American Journal of Medicine, 1984; 77(3): 393-96. Available from http://dx.doi.org/10.1016/0002-9343(84)90088-3 (Accessed on 11/11/ 2013) Kühne-Eversmann L, Eversmann T, Fischer MR. Team- and case-based learning to activate participants and enhance knowledge: an evaluation of seminars in Germany. J Contin Educ, Health Prof 2008; 28(3): 165-71. Available from http://dx.doi.org/10.1002/chp.175 (Accessed on 11/11/ 2013) Levine RE, O’Boyle M, Haidet P, Lynn DJ, Stone MM, Wolf DV, Paniagua FA. Transforming a clinical clerkship with team learning. Teach Learn Med, 2004; 16(3): 270-5. Available from http://dx.doi.org/10.1207/s15328015tlm1603_9 (Accessed on 11/11/ 2013) Lubawy WC. Evaluating teaching using the best practices model. Am J Pharm Educ, 2003; 67(3): article 87. Available from http://dx.doi.org/10.5688/aj670387 (Accessed on 11/11/ 2013) Lujan HL, DiCarlo SE. First-year medical students prefer multiple learning styles. Adv Physiol Educ, 2006; 30 (1): 13-6. Available from http://dx.doi.org/10.1152/advan.00045.2005 (Accessed on 11/11/ 2013) Marton F, Saljo R. On qualitative differences in learning: I- Outcome and process. British Journal of Educational Psychology, 1976a; 46(1): 4-11. Available from http://dx.doi.org/10.1111/j.2044-8279.1976.tb02980.x (Accessed on 11/11/ 2013) Marton F, Saljo R. On qualitative differences in learning: II- Outcomes as a function of the learners conception of the task. British Journal of Educational Psychology, 1976b; 46(2): 115-27. Available from http://dx.doi.org/10.1111/j.2044-8279.1976.tb02304.x (Accessed on 11/11/ 2013) Mcinerney MJ. Team-based learning enhances long-term retention and critical thinking in an undergraduate microbial physiology course. Microbiology Education, 2003; 4(1): 3-12. Available from http://dx.doi.org/10.1128/jmbe.v4.68 (Accessed on 11/11/ 2013) Michaelsen LK, Fink LD, Knight A. 1997. Designing effective group activities: lessons for classroom teaching and faculty development. In: DeZure D, (Ed). To Improve the Academic Resources for Faculty, Instructional and Organizational Development. Stillwater, OK: New Forums Press; 373–9. Michaelsen LK, Knight AB, Fink LD. 2002. Team Based Learning: a Transformative Use of Small Groups in College Teaching. Sterling, VA: Stylus Publishing. Michaelsen LK. 2004. Getting started with team-based learning. Sterling, VA: Stylus Publishing Murphy RJ, Gray SA, Straja SR, Bogert MC. Student Learning Preferences and Teaching Implications. Journal of Dental Education, 2004; 68 (8): 859-66. Available from http://www.jdentaled.org/content/68/8/859.long (Accessed on 11/11/ 2013) Newble DI, Cannon RA. 1994. A Handbook for Medical Teachers. 4th ed. Boston: Kluwer Academic Press. Newble DI, Entwistle NJ. Learning styles and approaches: implications for medical education. Med Educ, 1986, 20(3): 162–75. Available from http://dx.doi.org/10.1111/j.1365-2923.1986.tb01163.x (Accessed on 11/11/ 2013) Omorogiuwa TBE, Eweka HE. Integrating Teaching And Practice: Effective Teaching-learning In Social Work Education. Bangladesh Education Journal, 2012; 11(2): 53-9. Available from http://scholar.google.com/scholar?q=.+Integrating+Teaching+And+Practice:+Effective+Teachinglearning+In+Social+Work+Education (Accessed on 11/11/ 2013) Samarakoon L, Fernando T, Rodrigo C, Rajapakse S. Learning styles and approaches to learning among medical undergraduates and postgraduates. BMC Medical Education, 2013; 13: article 42. Available from http://dx.doi.org/10.1186/1472-6920-13-42 (Accessed on 11/11/ 2013) Sarkar AP, Majumdar G. Perception on lecture class in Community Medicine among MBBS students of West Bengal in India. Reviews of Progress, 2013; 1(17): 1-7. Available from http://reviewsofprogress.org/UploadedArticle/39.pdf (Accessed on 11/11/ 2013) Searle NS, Haidet P, Kelly PA, Schneider VF, Seidel CL, Richards BF. Team learning in medical education: initial experiences at ten institutions. 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| spellingShingle | Preference of teaching and learning methods in a new medical school of Malaysia |
| summary | 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 un-preferred. Majority of the students in preclinical phase preferred lecturer/teacher-centred learning session to acquire knowledge in a medical school. |
| title | Preference of teaching and learning methods in a new medical school of Malaysia |
| title_full | Preference of teaching and learning methods in a new medical school of Malaysia |
| title_fullStr | Preference of teaching and learning methods in a new medical school of Malaysia |
| title_full_unstemmed | Preference of teaching and learning methods in a new medical school of Malaysia |
| title_short | Preference of teaching and learning methods in a new medical school of Malaysia |
| title_sort | preference of teaching and learning methods in a new medical school of malaysia |