Acceptability of Just-in-Time Teaching amongst medical students: A pilot study.

Abstract

Introduction: Just-in-Time Teaching (JiTT) is a novel method of teachinglearning used in various disciplines of science and humanities. It is a technique that scaffolds the students learning process by reducing the cognitive load which is the load related to the executive control of working memory. Just in time teaching underpins the concept that expertise in learning originates from the knowledge already stored in long term memory and with subsequent interaction between the learner and teacher motivates enhanced active learning and optimizes the intellectual performance. Objective: The objective of the study is to assess the acceptability of JiTT over traditional lecture teaching among the medical students. Method: In a cross sectional pilot study, three hundred thirty five students participated in a questionnaire based study that grades the various aspects of the traditional lecture series. After the implementation of JiTT method for a period of four months, three hundred two students completed the questionnaire, grading the same variables for JiTT. The analysis was done by using SPSS version 11 applying Paired t test and McNemar's Test. Result: The results of our study highlighted that JiTT technique was perceived superior to traditional teaching with statistically significant outcomes in the clarity of the topic (p=0.003,) duration of the session (p=0.002), knowledge gained and orientation for exams (p=0.044). The students perceived JiTT method as less monotonous (p=0.005) increasing their alertness during these sessions (p=0.002). Conclusion: We therefore propose that Just-in-Time Teaching method is a more interactive and acceptable teaching-learning tool shifting the nature of teaching to a more student-centric approach as perceived by the medical students. This is the first pioneer study on JiTT to be performed on undergraduate medical students so far.

Warmup do just in time teaching em ensino de pós-graduação

“…After that, of these students' answers, one starts off with the preparatory tasks and establishes a valuable feedback for the teacher, since these make possible adjustments and organization of the class and focus on the main difficulties manifested by the students. [5][6] The JiTT method is applied to any field of study and it has been adapted for the development of postgraduate classes. The students were encouraged, through JiTT, to prepare for the class and, with this, they promoted active learning, as they identified the strengths, weaknesses and learning styles of the students.…”

“…There was much discussion about the varied possibilities of innovating within the classroom, among which is Warmup, in which it was highlighted as a contribution to the freedom of teaching and learning where the student is primordial in this process of knowledge construction and left a stimulus to the rescue of the experience with the intention of perfecting itself to the maximum on the subject. 5 It looked for the pedagogical questions that happen during the class. Mainly, what was intended with the method at the moment of Warmup, in which the previous knowledge of the student was involved in the content that the teacher gave, helping to make this knowledge of the student able to discuss and discuss the subject.…”