Background: Peer Assisted Learning is an active discussion and cooperative learning method within the framework of a partnership in the peer-aged group with the formal structures of the course. PAL is widely seen to be actualised in two modes of operational implementation, which is refer to as “horizontal” and “vertical” peer support. Vertical method was chosen for this research. Method: This research was used causal-comparative design. Tutees for this research was the students of Faculty of Medicine Universitas HKBP Nommensen from batch 2013 who were undergoing block Respiratory System. Tutees were divided into two groups : 24 students in the control group and 25 students in the treatment group. Both of these group consisted of five tutorial groups in which each group consisted of 4-5 students. Whereas the tutor for the treatment group was 5 students from batch 2011. Pre-test and post-test was given to all of the tutees. This research used a questionnaire modified from Clinical Teaching Preference Questionnaire (CTPQ). Results: Pre-test and post-test was analyzed using dependent T-test and Wilcoxon, and the result showed that there were significant enhancement for both of group (p ˂ 0,05). The result from CTPQ indicated most of the students strongly agree that this method was very helpfull in anatomy lab (4,40 ± 0,96). Conclusion: PAL method provided many benefits in learning process including improved social interaction between students and independence in learning.
Background: Jigsaw is a cooperative learning method in which students work together in small groups, helping one another towards a common goal. The aim of this research were to find out the different effect of Jigsaw cooperative learning method with conventional method in terms of anatomy learning achievement and retention. Method: Forty-nine students were randomly assigned into two groups, control group (n=24) and experimental group (n=25). A pretest was administered to all students before classes. The Jigsaw learning method was applied to the experimental group for one session. At the same day, control group was taking classes using the lecture-based learning method. At the end of session, all students were retested (post test) on subject. A retention test was administered 3 weeks after the post test. Mean scores were calculated for each test for the experimental and control groups, and the data obtained were analysed using the independent samples t-test.Results: No significant difference was determined between the Jigsaw and lecture based methods at pretest or post-test. The highest mean test score was observed in the post-test with the Jigsaw method. In the retention test, no significant difference between the Jigsaw and lecture-based methods. The highest mean retention test score was observed in the lecture-based method.Conclusion: The Jigsaw method is less effective than lecture-based method.
Background: The challenge faced by anatomy educator today is the number of medical education students added with medical competencies about the anatomy of human body that must be achieved and the limited teaching staff. Other problems are the reduced time allocation for anatomy lectures and decreasing student knowledge about the anatomy of the human body. To answer these problems, one solution that can be done is to test the most effective method to help students understand each topic given in lectures and practicum anatomy. The aim of this research was to find out the difference in learning achievement and learning motivation between Jigsaw group and control group during anatomy practicum.Method: This research was a quasi-experimental research. The samples of this research were all medical students of UHKBPN batch 2017 who were actively undergoing lectures. The number of samples of this study were 39 people, where the control group was 20 people and the Jigsaw group were 19 people. Data collection instruments were the SMTSL questionnaire and the pretest and posttest questions.Results: Bivariate analysis results showed an increase in posttest results in both groups (p <0.05). Univariate analysis results for the questionnaire scores showed that most students in the two groups had moderate motivation, while the results of the bivariate analysis showed no difference between the two groups (p> 0.05).Conclusion: The Jigsaw cooperative learning method is effective to be implemented in anatomy practicum.
During adolescence, a person tends to be more motivated to explore sexual experiences and if done without guidance and direction, it can cause adolescents to engage in risky sexual behavior. One of the risks of active sexual behavior is Sexually Transmitted Diseases (STDs). The purpose of this activity is to provide knowledge about how to recognize the signs and symptoms of PMS and STD prevention efforts to students at SMAN 1 Silima Pungga Pungga. The method of this activity is question and answer counseling and games. This activity was considered quite successful, judged by the enthusiasm of the participants to ask questions and feedback from participants who stated that this counseling was considered interesting and useful.
Background: Since the beginning of the pandemic Covid 19, all educational institutions have switched offline learning methods to e-learning, including the Faculty of Medicine, University of HKBP Nommensen. One learning method that has switched to an online method is anatomy practicum. The blended learning method is more effective than the synchronous method to be applied to online Anatomy practicums. The purpose of this study was to test the effectiveness of synchronous and blended learning in the implementation of anatomy practicum.Methods: This research was a quasi experimental research. The research sample was all UHN medical students batch 2020. The number of samples were 81 people. The data collection instruments were the AMS questionnaire and the pretest and posttest questions.Results: The results of the bivariate analysis showed an increase in posttest results in both groups. The difference in delta values in the blended method group was higher than the synchronous group and the difference was significant. The results of the analysis for the questionnaire scores showed that there was no significant difference in the level of internal and external motivation between the two groups.Conclusion: The blended learning method is more effective than the synchronous method to be applied to online Anatomy practicums.
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