Engaging medical physics students in active and authentic learning through the use of monte-carlo simulation and inverse treatment planning

Fielding, Andrew; Kickbusch, Steven; Huijser, Henk; Anand, Pranit

doi:10.1016/j.ejmp.2022.02.006

Cited by 2 publications

(1 citation statement)

References 26 publications

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“…Physics is one of the most fundamental science with many differences from the other educational study program or sciences regarding complexity. Since it is related to the natural science subject, this study program has many mathematical formulas, complex scientific laws (Elyyan et al, 2016;Roche et al, 2016;Puspitasari et al, 2021), theorems, and scientific postulates (Vinitsky-Pinsky & Galili, 2014; Del Barco et al, 2022;Fielding et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Creative Problem Solving-Flipped Classroom for Enhancing Students' Creative Thinking Skills of Online Physics Educational Learning

Rahayu

Setyosari

Hidayat

et al. 2022

JPII

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Physics science differs from other educational programs. As a natural science subject, this study program has many mathematical formulas, complex scientific laws, theorems, and scientific postulates. This study program needs creative thinking skills since physics learning is related to creativity in solving scientific problems. CPS (Creative Problem Solving) and flipped classrooms are some efforts to increase creative thinking skills. In Indonesia, COVID-19 is the main reason for conducting online learning. However, there is no supporting information about the effectiveness of CPS and flipped classrooms as methods for online physics learning in university. Thus, this study aims to identify the effectiveness of CPS–flipped classrooms assisted by videos in enhancing university students' creative thinking skills for online learning. The study participants were university students from the Physics Education Study Program (population = 66 students, random cluster sampling for the sampling method) of Mataram University. They were divided into the control and experimental or treatment groups. This study used a pre-test and post-test group design (seven description questions). All questions were validated and reliable. All data were analyzed using an N-gain score and t-test. The results show that the N-gain score is in the medium zone. The data were normally and homogeneously distributed. The analysis result using the t-test shows that the addition of flipped classrooms is more effective than the control group (CPS only). CPS-flipped classroom performs better than CPS, proving the ability of flipped classrooms as the alternative method in online learning.

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Section: Introductionmentioning

confidence: 99%

The Effectiveness of Creative Problem Solving-Flipped Classroom for Enhancing Students' Creative Thinking Skills of Online Physics Educational Learning

Rahayu

Setyosari

Hidayat

et al. 2022

JPII

View full text Add to dashboard Cite

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Authentic assessment in medical education: exploring AI integration and student-as-partners collaboration

Fatima,

Sheikh,

Osama

2024

Postgraduate Medical Journal

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Background Traditional assessments often lack flexibility, personalized feedback, real-world applicability, and the ability to measure skills beyond rote memorization. These may not adequately accommodate diverse learning styles and preferences, nor do they always foster critical thinking or creativity. The inclusion of Artificial Intelligence (AI), especially Generative Pre-trained Transformers, in medical education marks a significant shift, offering both exciting opportunities and notable challenges for authentic assessment practices. Various fields, including anatomy, physiology, pharmacy, dentistry, and pathology, are anticipated to employ the metaverse for authentic assessments increasingly. This innovative approach will likely enable students to engage in immersive, project-based learning experiences, facilitating interdisciplinary collaboration and providing a platform for real-world application of knowledge and skills. Methods This commentary paper explores how AI, authentic assessment, and Student-as-Partners (SaP) methodologies can work together to reshape assessment practices in medical education. Results The paper provides practical insights into effectively utilizing AI tools to create authentic assessments, offering educators actionable guidance to enhance their teaching practices. It also addresses the challenges and ethical considerations inherent in implementing AI-driven assessments, emphasizing the need for responsible and inclusive practices within medical education. Advocating for a collaborative approach between AI and SaP methodologies, the commentary proposes a robust plan to ensure ethical use while upholding academic integrity. Conclusion Through navigating emerging assessment paradigms and promoting genuine evaluation of medical knowledge and proficiency, this collaborative effort aims to elevate the quality of medical education and better prepare learners for the complexities of clinical practice.

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Engaging medical physics students in active and authentic learning through the use of monte-carlo simulation and inverse treatment planning

Cited by 2 publications

References 26 publications

The Effectiveness of Creative Problem Solving-Flipped Classroom for Enhancing Students' Creative Thinking Skills of Online Physics Educational Learning

The Effectiveness of Creative Problem Solving-Flipped Classroom for Enhancing Students' Creative Thinking Skills of Online Physics Educational Learning

Authentic assessment in medical education: exploring AI integration and student-as-partners collaboration

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