A technology using feedback to manage experience based learning

Dornan, Tim; Brown, Martin; Powley, Dan; Hopkins, Mike

doi:10.1080/01421590400016340

Cited by 16 publications

(8 citation statements)

References 2 publications

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“…3, [8][9][10] Moreover, this study suggests that it is a challenging job on teacher's part to increase the knowledge level of the student during the end of the session as majority of the students (75-85%) thought that they acquired only some knowledge in pharmacology subject at the end of the subject course (Table-1). …”

Section: Discussionmentioning

confidence: 82%

Evaluation of Pharmacology Didactic Lectures for Graduating Nursing Students: a Questionnaire Based Comparative Study Between Two Colleges in Nepal

Paudel¹

2012

Asian J Med Sci

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Objective: This study was set to obtain the critical appraisal of the graduating nursing students on pharmacology lectures and to compare the students' view on teaching effectiveness and pharmacology course content at two different colleges, Kathmandu Medical College (KMC) and B P Koirala Institute of Health Sciences (BPKIHS), in Nepal. Materials and methods:Forty B Sc Nursing students studying at two colleges of twenty each at the end of the first year were enrolled in this study. Structured teaching evaluation questionnaire containing 13 close-ended items and two open-ended questions was used. Three items were intended to evaluate pharmacology course content and other ten items to evaluate the teaching effectiveness. Open-ended questions were incorporated to collect the students frank and open views that provided flexibility and reliability. Students were instructed not to disclose their identity in any form so as to obtain genuine, valid and frank responses. Yates corrected Chi square test was applied whenever necessary and P value considered significant at less than or equal to 0.05.Results: On majority of the students' (60-90%) view existing pharmacology course content was 'just right and useful' and no significant difference between two college students' view exists. Majority of students both at Kathmandu Medical College (KMC) and B P Koirala Institute of Health Sciences (BPKIHS) found the 'clarity of voice (KMC-55%, BPKIHS-70%) and audibility (KMC-70%, BPKIHS-80%)' to be 'fair'. More students at KMC (60%) found the 'student's participation' during lecture than students at BPKIHS (35%). Thirty five percent of students at KMC felt that pace of the lectures was 'about right' whereas 100% BPKIHS students found the same and the difference was significant (P=0.00005). Almost all the students both at KMC (95%) and BPKIHS (100%) preferred the liquid crystal display (LCD) mode of presentation has been over head projector (OHP) or board and marker methods. Majority of the students at the both colleges opined that the number of lectures allotted to pharmacology is less. Additionally, from students' perspective, more student-teacher interactions, class assessments and explanation of the subject matter with clinical correlation are necessary for better understanding of the subject. Conclusion:No major significant differences except pace of the lecture exist in the teaching methodology and pharmacology course content between the two colleges though there are insignificant differences. Students at the both colleges felt that course content of the pharmacology should be increased with more weight to the subject. As per students' responses, student-teacher interactions during lectures along with more explanations with clinical correlation and more frequent assessment may enhance the students' learning process and keep up their expectations. Moreover, clarity of voice and audibility need to be improved on teacher's part during the lectures.

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Section: Discussionmentioning

confidence: 82%

Evaluation of Pharmacology Didactic Lectures for Graduating Nursing Students: a Questionnaire Based Comparative Study Between Two Colleges in Nepal

Paudel¹

2012

Asian J Med Sci

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“…Obtaining a feedback from the students is one of the ways to assess the relevance of the innovations and modifications and also to find out if the objectives were correct and understandable by the students. [8][9][10] Moreover, this study suggests that it is a challenging job on teacher's part to increase the knowledge level of the students as there is a variation in relation to their understanding of pharmacology subject ( Table 2).…”

Section: Discussionmentioning

confidence: 99%

Pharmacology Curriculum and Teaching Methods: A Comparative Study Between Two Nursing Programs in A Nepalese College

Sharma

Kafle

2017

Med. J. Shree Birendra Hosp.

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Introduction: Pharmacology is one of the basic science subjects included in graduate nursing programs (B. Sc Nursing and Bachelor of Science in Nursing) under Tribhuvan University. Both these programs are being run at our institute. This article describes the evaluation of pharmacology course and teaching methodology at our institute by B. Sc Nursing (B. Sc) and Bachelor of Science in Nursing (BNS) students and also compares students' views between these two nursing programs to facilitate pedagogical learning. Methods:At the end of the course of 2071-2072 BS academic year of first year nursing students of B. Sc and BNS programs, a structured teaching evaluation questionnaire was designed to obtain students' view on pharmacology curriculum and lectures. Yates corrected Chi square test was applied whenever necessary and p value considered significant at less than or equal to 0.05. Results:Only 37% B. Sc and 60% BNS students responded that the lecture content was in accordance with the curriculum. Only 52% BNS and 97% B. Sc students found the course content to be relevant and useful. 68% BNS students responded that they have felt a lot improvement in their understanding of pharmacology subject as compared to just 23% of B. Sc students. Majority of the students preferred the LCD mode of presentation. Conclusion:There were minor differences found between opinions of two sets of students. Major need for improvement areas suggested in curriculum were course content not being clear and the objectives being ill defined. Similarly, in relation to facilitator, they have recommended to improve voice clarity.

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“…Medical schools are a fertile environment in which to develop educational technologies because authority is delegated to clinician‐educators, who have a very strong sense of ownership of their discipline and are highly motivated to teach it 30 . Like action research, efficient software development requires joint exploration of a problem between developers, content experts and users 30–32 . In this study, initiated to help address a need for enhanced dermatology undergraduate teaching, it has been possible to produce a very usable technology through such a development process.…”

Section: Discussionmentioning

confidence: 99%

Development and evaluation of an e-learning package for teaching skin examination. Action research

Farrimond¹,

Dornan²,

Cockcroft³

et al. 2006

British Journal of Dermatology

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A technology using feedback to manage experience based learning

Cited by 16 publications

References 2 publications

Evaluation of Pharmacology Didactic Lectures for Graduating Nursing Students: a Questionnaire Based Comparative Study Between Two Colleges in Nepal

Evaluation of Pharmacology Didactic Lectures for Graduating Nursing Students: a Questionnaire Based Comparative Study Between Two Colleges in Nepal

Pharmacology Curriculum and Teaching Methods: A Comparative Study Between Two Nursing Programs in A Nepalese College

Development and evaluation of an e-learning package for teaching skin examination. Action research

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