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1860797509491752960
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INTELEK Repository
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Online Access
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https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072
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2016-05-25 14:54:48
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Restricted Document
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13026
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UniSZA
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1 Rassuli, A., Manzer, J.P. "Teach us to learn": Multivariate analysis of perception of success in team learning. Journal of Education for Business. 2005; 81:21-28. 2 Crosby, J., Hesketh, E. AMEE Guide No. 12: Small group learning. Medical Teacher. 2004; 26:16-19. 3 Campione, J., Shapiro, A., Brown, A. Forms of transfer in a community of learners: Flexible learning and transfer. In Teaching for transfer: Fostering generalization in learning Edited by: McKeough A, Lupart J, Marini A. Mahwah, NJ: Lawrence Erlbaum Associates: 1995; 35-68. 4 Robert, E.S. Contemporary educational psychology. 1996; 21:43–69. 5 Jannette, C. Medical Education Research: Challenges and Opportunities. RSNA Radiology. 2006; 240(3):639-647. 6 Bligh, D.A. What‟s The Use of Lectures? San Francisco: Jossey-Bass. 2000. 7 Alice, M. Cooperative Learning Group Activities for College Courses A Guide for Instructors. 2000. Available from http://www1.umn.edu/ohr/prod/groups/ ohr/@pub/@ohr.../ohr_89185.pdf.(access ed 1 Jan 2015). 8 Johnson, D.W., Johnson R.T., Smith, K.A. Cooperative learning: increasing college faculty instructional productivity. ASHEERIC Higher Education Rept. 4. Washington, D.C. 1991. Avaiable from Web:http://www.ntlf.com/html/lib/bib/9 2-2dig.htm. 9 Johnson, D.W., Johnson, R.T, Smith K.A. Active learning: Cooperation in the college classroom. Edina, MN: Interaction Book Company. 1998. 10 Mills S. Cooperative learning at the postsecondary level. In Effective college teaching: Fresh insights and exemplary practice. Edited by: Ralph EG. New York: Nova Science Publishers. 2003. 11 Davidson, N., Major, C., & Michaelsen, L. (Eds.). Small-group learning in higher education: Cooperative, collaborative, problem-based, and team-based learning. Journal on Excellence in College Teaching 2014; 25(4):1-15. 12 Hodgson, V. Lectures and the experience of relevance. In: Marton F, Hounsell D and Entwistle N (eds) The Experience of Learning. Edinburgh: Scottish Academic Press. 1997, 159–71. 13 Paul, H., Robert, O.M., Kimberly, O., Betty, J.M., & Boyd F.R. A controlled Trial of Active Versus Passive Learning Strategies in a Large Group Setting. Advanced in Health Science Education. 2004; 9:15-27. 14 Michael, C. Students‟ experiences of active engagement through cooperative learning activities in lectures. Active Learning in Higher Education 2011; 12 (1): 23-33. 15 Seifert, K., Fenster, A., Dilts, J.A., & Temple, L. An investigative, cooperative learning approach to the general microbiology laboratory. CBE Life Sciences Education 2009; 8 (2): 147-53. 16 Rani, K. & Sheryl, M. Cooperative learning in the first year of undergraduate medical education. World Journal of Surgical Oncology 2007; 5:136-143. 17 Buhr, G.T., Heflin, M.T., White, H.K., & Pinheiro, S.O. Using the jigsaw cooperative learning method to teach medical students about long-term and postacute care. Journal of the American Medical Directors Association 2014; 15 (6): 429-34. 18 Mary Jane, S.H., & Dona, R.C. Integrating Cooperative Learning into Classroom Testing: Implications for Nursing Education and Practice. Nursing Education Perspective 2011; 32(4): 270-273. 19 Davidson, N., & Kroll, D. L. “An Overview of Research on Cooperative Learning Related to Mathematics”. Journal of Research in Mathematics Education 1991; 22(5); 362-65. 20 Johnson, R. T. & Johnson, D. W. “StudentStudent Interaction: Ignored but Powerful,” Journal of Teacher Education 1985; 34(36): 22-26. 21 “Action Research: Cooperative Learning in the Science Classroom,” Science and Children 1986a; 24(2):31-32. 22 Encouraging Student/Student Interaction. Research Matters to the Science Teacher, ERIC Document ED266960, United States: National Association for Research in Science Teaching, 1986b. 23 Hagedorn, L.S., Moon, H.S., Buchanan, D., Shockman, E., & Jackson, M. Cooperative learning and unity: The perspective of faculty, students, and TA‟s: EDRSED443853. 2000. 24 Johnson, D. W., Johnson, R. T. & Smith, K. A. Cooperative learning returns to college. 1998; Change 30(4): 26–35. Available from http://personal.cege.umn.edu/~smith/lin ks.html. (Accessed 26 May 2015). 25 Krych, A.J., March, C.N., Bryan, R.E., Peake, B.J., Pawlina, W., & Carmichael, S.W. Reciprocal peer teaching: students teaching in the gross anatomy laboratory. Clinical Anatomy (New York, N.Y.) 2005; 18 (4): 296-301. 26 Norris, A., Shu-Mei, C. & Marguerite, B. Cooperative Learning in Industrial-sized Biology Classes. CBE-Life Sciences Education. 2007; 6:163–171. 27 Keritha, M. Attitude of Students towards Cooperative Learning Methods at Knox Community College: A Descriptive Study. A Research Paper submitted in Partial Fulfilment of the Requirements for the Postgraduate Diploma in Education Faculty of Education and Liberal Studies University of Technology, Jamaica, 2009. 28 Dean Johnson, H. Traditional versus Nontraditional Teaching: Perspectives of Students in Introductory Statistics Classes. Journal of Statistics Education 2005; 13(2). Available from www.amstat.org/publications/jse/v13n2/j ohnson.html. (accessed 4 Jan 2015) 29 Michaelsen, L.K., Black, R.H. & Fink, L.D. What every faculty developer needs to know about learning groups. In DeZure, D. (ed.), To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development. Stillwater, Ok: New Forums Press. 1997. 30 Anderson, W.L., Mitchell, S.M., & Osgood, M.P. Comparison of student performance in cooperative learning and traditional lecture-based biochemistry classes. Biochemistry and Molecular Biology Education 2005; 33 (6): 387-93. 31 Mueller, D., Georges, A., & Vaslow, D. Cooperative learning as applied to resident instruction in radiology reporting. Academic Radiology 2007; 14 (12): 1577- 83.
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13026 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=13026 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072 Restricted Document Article Journal image/jpeg inches 96 96 norman 1424 770 36 36 2016-05-25 14:54:48 1424x770 7337-01-FH02-FP-16-05908.jpg UniSZA Private Access Undergraduate medical students' attitude and preferences toward traditional lecture versus informal cooperative learning Malaysian Journal of Public Health Medicine Cooperative learning is one of the active learning techniques. There are three commonly recognized types of cooperative learning groups, namely informal cooperative learning (ICL), formal cooperative learning and cooperative base groups. There is no study been done on ICL which relate to radiology teaching. The results of this study will provide evidence to support either traditional lecture (TL) or ICL is a more suitable teaching method for radiology teaching. This study was aimed to compare students’ attitude and preference towards TL versus ICL in radiology teaching. This interventional study had been conducted among 52 third year Bachelor of Medicine and Bachelor of Surgery (MBBS) students at Universiti Sultan Zainal Abidin. They underwent both TL and ICL methods during eleven radiology lectures in classroom setting from September 2013 until July 2014. Subsequently, multiple items questionnaires regarding students’ attitude and preferences towards TL and ICL were administered. These questionnaires had undergone validation process and revealed excellent internal consistency with Cronbach’s Alpha of 0.90, 0.92 and 0.88 respectively. The mean total attitude score towards informal cooperative learning was (90.90) (SD: 11.73) significantly higher than the score for traditional lecture 85.46 (SD: 11.82) (p= 0.012). Students showed preference in ICL significantly in six domains. These domains were active involvement in the class, promotion of good rapport among classmates, getting an opportunity to help others, facilitation of understanding difficult materials, improvement of communication skills, opportunity for training to be a good leader and follower, and opportunity for enabling to participate in sharing information, making decision and problem solving. ICL method is recommended in radiology teaching because students demonstrated better students’ attitude and preferences in the learning sessions as compared to TL. 16 2 55-63 1 Rassuli, A., Manzer, J.P. "Teach us to learn": Multivariate analysis of perception of success in team learning. Journal of Education for Business. 2005; 81:21-28. 2 Crosby, J., Hesketh, E. AMEE Guide No. 12: Small group learning. Medical Teacher. 2004; 26:16-19. 3 Campione, J., Shapiro, A., Brown, A. Forms of transfer in a community of learners: Flexible learning and transfer. In Teaching for transfer: Fostering generalization in learning Edited by: McKeough A, Lupart J, Marini A. Mahwah, NJ: Lawrence Erlbaum Associates: 1995; 35-68. 4 Robert, E.S. Contemporary educational psychology. 1996; 21:43–69. 5 Jannette, C. Medical Education Research: Challenges and Opportunities. RSNA Radiology. 2006; 240(3):639-647. 6 Bligh, D.A. What‟s The Use of Lectures? San Francisco: Jossey-Bass. 2000. 7 Alice, M. Cooperative Learning Group Activities for College Courses A Guide for Instructors. 2000. Available from http://www1.umn.edu/ohr/prod/groups/ ohr/@pub/@ohr.../ohr_89185.pdf.(access ed 1 Jan 2015). 8 Johnson, D.W., Johnson R.T., Smith, K.A. Cooperative learning: increasing college faculty instructional productivity. ASHEERIC Higher Education Rept. 4. Washington, D.C. 1991. Avaiable from Web:http://www.ntlf.com/html/lib/bib/9 2-2dig.htm. 9 Johnson, D.W., Johnson, R.T, Smith K.A. Active learning: Cooperation in the college classroom. Edina, MN: Interaction Book Company. 1998. 10 Mills S. Cooperative learning at the postsecondary level. In Effective college teaching: Fresh insights and exemplary practice. Edited by: Ralph EG. New York: Nova Science Publishers. 2003. 11 Davidson, N., Major, C., & Michaelsen, L. (Eds.). Small-group learning in higher education: Cooperative, collaborative, problem-based, and team-based learning. Journal on Excellence in College Teaching 2014; 25(4):1-15. 12 Hodgson, V. Lectures and the experience of relevance. In: Marton F, Hounsell D and Entwistle N (eds) The Experience of Learning. Edinburgh: Scottish Academic Press. 1997, 159–71. 13 Paul, H., Robert, O.M., Kimberly, O., Betty, J.M., & Boyd F.R. A controlled Trial of Active Versus Passive Learning Strategies in a Large Group Setting. Advanced in Health Science Education. 2004; 9:15-27. 14 Michael, C. Students‟ experiences of active engagement through cooperative learning activities in lectures. Active Learning in Higher Education 2011; 12 (1): 23-33. 15 Seifert, K., Fenster, A., Dilts, J.A., & Temple, L. An investigative, cooperative learning approach to the general microbiology laboratory. CBE Life Sciences Education 2009; 8 (2): 147-53. 16 Rani, K. & Sheryl, M. Cooperative learning in the first year of undergraduate medical education. World Journal of Surgical Oncology 2007; 5:136-143. 17 Buhr, G.T., Heflin, M.T., White, H.K., & Pinheiro, S.O. Using the jigsaw cooperative learning method to teach medical students about long-term and postacute care. Journal of the American Medical Directors Association 2014; 15 (6): 429-34. 18 Mary Jane, S.H., & Dona, R.C. Integrating Cooperative Learning into Classroom Testing: Implications for Nursing Education and Practice. Nursing Education Perspective 2011; 32(4): 270-273. 19 Davidson, N., & Kroll, D. L. “An Overview of Research on Cooperative Learning Related to Mathematics”. Journal of Research in Mathematics Education 1991; 22(5); 362-65. 20 Johnson, R. T. & Johnson, D. W. “StudentStudent Interaction: Ignored but Powerful,” Journal of Teacher Education 1985; 34(36): 22-26. 21 “Action Research: Cooperative Learning in the Science Classroom,” Science and Children 1986a; 24(2):31-32. 22 Encouraging Student/Student Interaction. Research Matters to the Science Teacher, ERIC Document ED266960, United States: National Association for Research in Science Teaching, 1986b. 23 Hagedorn, L.S., Moon, H.S., Buchanan, D., Shockman, E., & Jackson, M. Cooperative learning and unity: The perspective of faculty, students, and TA‟s: EDRSED443853. 2000. 24 Johnson, D. W., Johnson, R. T. & Smith, K. A. Cooperative learning returns to college. 1998; Change 30(4): 26–35. Available from http://personal.cege.umn.edu/~smith/lin ks.html. (Accessed 26 May 2015). 25 Krych, A.J., March, C.N., Bryan, R.E., Peake, B.J., Pawlina, W., & Carmichael, S.W. Reciprocal peer teaching: students teaching in the gross anatomy laboratory. Clinical Anatomy (New York, N.Y.) 2005; 18 (4): 296-301. 26 Norris, A., Shu-Mei, C. & Marguerite, B. Cooperative Learning in Industrial-sized Biology Classes. CBE-Life Sciences Education. 2007; 6:163–171. 27 Keritha, M. Attitude of Students towards Cooperative Learning Methods at Knox Community College: A Descriptive Study. A Research Paper submitted in Partial Fulfilment of the Requirements for the Postgraduate Diploma in Education Faculty of Education and Liberal Studies University of Technology, Jamaica, 2009. 28 Dean Johnson, H. Traditional versus Nontraditional Teaching: Perspectives of Students in Introductory Statistics Classes. Journal of Statistics Education 2005; 13(2). Available from www.amstat.org/publications/jse/v13n2/j ohnson.html. (accessed 4 Jan 2015) 29 Michaelsen, L.K., Black, R.H. & Fink, L.D. What every faculty developer needs to know about learning groups. In DeZure, D. (ed.), To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development. Stillwater, Ok: New Forums Press. 1997. 30 Anderson, W.L., Mitchell, S.M., & Osgood, M.P. Comparison of student performance in cooperative learning and traditional lecture-based biochemistry classes. Biochemistry and Molecular Biology Education 2005; 33 (6): 387-93. 31 Mueller, D., Georges, A., & Vaslow, D. Cooperative learning as applied to resident instruction in radiology reporting. Academic Radiology 2007; 14 (12): 1577- 83.
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| spellingShingle |
Undergraduate medical students' attitude and preferences toward traditional lecture versus informal cooperative learning
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| summary |
Cooperative learning is one of the active learning techniques. There are three commonly recognized types of cooperative learning groups, namely informal cooperative learning (ICL), formal cooperative learning and cooperative base groups. There is no study been done on ICL which relate to radiology teaching. The results of this study will provide evidence to support either traditional lecture (TL) or ICL is a more suitable teaching method for radiology teaching. This study was aimed to compare students’ attitude and preference towards TL versus ICL in radiology teaching. This interventional study had been conducted among 52 third year Bachelor of Medicine and Bachelor of Surgery (MBBS) students at Universiti Sultan Zainal Abidin. They underwent both TL and ICL methods during eleven radiology lectures in classroom setting from September 2013 until July 2014. Subsequently, multiple items questionnaires regarding students’ attitude and preferences towards TL and ICL were administered. These questionnaires had undergone validation process and revealed excellent internal consistency with Cronbach’s Alpha of 0.90, 0.92 and 0.88 respectively. The mean total attitude score towards informal cooperative learning was (90.90) (SD: 11.73) significantly higher than the score for traditional lecture 85.46 (SD: 11.82) (p= 0.012). Students showed preference in ICL significantly in six domains. These domains were active involvement in the class, promotion of good rapport among classmates, getting an opportunity to help others, facilitation of understanding difficult materials, improvement of communication skills, opportunity for training to be a good leader and follower, and opportunity for enabling to participate in sharing information, making decision and problem solving. ICL method is recommended in radiology teaching because students demonstrated better students’ attitude and preferences in the learning sessions as compared to TL.
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| title |
Undergraduate medical students' attitude and preferences toward traditional lecture versus informal cooperative learning
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| title_full |
Undergraduate medical students' attitude and preferences toward traditional lecture versus informal cooperative learning
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| title_fullStr |
Undergraduate medical students' attitude and preferences toward traditional lecture versus informal cooperative learning
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| title_full_unstemmed |
Undergraduate medical students' attitude and preferences toward traditional lecture versus informal cooperative learning
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| title_short |
Undergraduate medical students' attitude and preferences toward traditional lecture versus informal cooperative learning
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| title_sort |
undergraduate medical students' attitude and preferences toward traditional lecture versus informal cooperative learning
|