Background: The traditional large group didactic lectures have many shortcomings, so small group discussions have been proposed to overcome some of these shortcomings. However, a typical Small Group Discussion (SGD) remains a mini-interactive lecture in most cases. To improve students’ participation and their better understanding, many newer teaching-learning methods have been tried. Jigsaw teaching method, a type of cooperative learning, is one of these new methods. Obviously, the usefulness of jigsaw teaching must be compared with other small group teaching methods. Objectives: The aim of this study was to compare the effectiveness of the Jigsaw teaching technique with the small group teaching method. Methods: A quasi-experimental study was conducted over one month in the Paediatrics Department of DM WIMS medical college. After obtaining written informed consent, 30 students were randomly selected and allocated to the SGD and jigsaw groups (15 students in each group). Four topics were taken to both the groups who were crossed over after one session (a total of eight exposures). Their post-intervention mean scores were tabulated and analyzed. The Likert scale was used to assess the students’ evaluations of the jigsaw method. Results: The results showed that the jigsaw method had better students’ performance, which was statistically significant with a P<0.05. Also, the students’ evaluation showed that they appreciated the jigsaw teaching method, but time constraints were noted as a drawback. Conclusions: Jigsaw teaching is an excellent small group teaching method to ensure better students’ participation and understanding and can add to our repertoire of teaching-learning methods, which Competency-Based Medical Education (CBME) warrants.
The population of industrialized and developing countries has been less physically active during the previous century, either to changes in the type of job or the adoption of new habits owing in part to changes in work demands and the adoption of new sedentary habits. The World Health Organization (WHO) officially proclaimed a pandemic on March 11, 2020, due to the novel coronavirus (SARS-CoV-2), which was discovered in December 2019. Social isolation and/or social distance are among the WHO guidelines that must be implemented by governments globally (with exclusions) in order to prevent the spread of SARS-CoV-2. The sudden onset of a quarantine period, on the other hand, not only implies a rapid change in people's lifestyles, but it can also have an impact on the health of these isolated people, as it favors impairment in dietary habits, changes in psychosocial behaviour, and reduced levels of physical activity in people of all ages. Increases in anti-inflammatory cytokines produced during exercise may help to limit the post-inflammatory reactions that occur as a result of the exercise-induced damage to the skeletal musculature, as well as inhibit the production of pro-inflammatory cytokines linked to the development of pathological conditions. A modest systemic inflammatory response was elicited by moderateintensity resistance exercises, which was characterized, at least in part, by elevations in blood levels of inflammatory cytokines such as IL-1 and TNF-α. The regular production of muscle-derived anti-inflammatory cytokines (IL-6, IL-7, IL-10, IL-15), along with the suppression of pro-inflammatory cytokines (IL-1, IL-18, TNF-α), is thought to play a key role in the immune-boosting benefits of exercise. Physical activity should be beneficial to one's health on a regular basis; nevertheless, characteristics like as volume and intensity must be considered for the suggested programmes to achieve the greatest outcomes.
Background: Deep learning happens through comprehension of various mechanisms particularly in concept oriented disciplines like Physiology. Hypothesis: Students when exposed to real life situations especially in a collaborative learning environment become more active and immersed in learning. Gamification models can sustain the attention of learners for longer periods and instill interest and motivate them to explore the concepts further. These models can enhance knowledge retention and make learning more enjoyable transforming them into self directed learners. Objectives: To design multifaceted gamification models using situated learning approaches to enhance learning, knowledge retention, application and performance in Physiology. Methodology: Students of first year medical course of both sexes were divided into teams and exposed to the gamification models. Individual and team based performances were assessed. Nine stations with time bound team based gaming activities were designed through focused group discussions. A total of 100 marks were allotted for all activities together. Activities had elements to understand the significance of team work, critical thinking, situated learning using gaming modules. Faculty moderators at each station scored the team performance based on correctness of the activity. Performance as a team was also given scores by observing various attributes and extent of involvement of each team member in the activity. Students, as a team, were given an opportunity to instantly rate each gaming activity. Pretest to assess initial knowledge followed by activities by rotation through stations and post test to assess individual performance were given. Results / Observations: Pretest, Post test scores, faculty assessment of activity, performance as a team and feedback rating by students were tabulated and analyzed. The class average score was 70% (out of total 100 marks) which is considered good. The post test score was significantly higher than the pre test mean scores (p<0.0001) using the situated learning approach model with gamification. There was a significant improvement in the performance in the Formative Assessment (p<0.05) conducted after the GRASP activity. Conclusion: Situated learning approach using near real life situations is an effective learning strategy and can be a useful formative assessment tool. Multifaceted gaming modules enabled actual visualization and critical thinking rather than mere imagination. Team based performance helped exchange of thoughts for higher order thinking and projected significance of teamwork in healthcare setup. This is the full abstract presented at the American Physiology Summit 2023 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.
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