Students' perceived value of physiology course activities in a Sudanese medical faculty

Kaddam, Lamis; Elnimeiri, Mustafa Khidir Mustafa

doi:10.1152/advan.00070.2012

Cited by 10 publications

(8 citation statements)

References 19 publications

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“…Comparably, Salisu et al (43) reported that Nigerian students with a good self-assessment of their understanding of physiology, believed that improving pedagogical strategies and changing teachers' attitude towards students could improve their performance in the discipline. Similar to that evidenced by Kaddam and Elnimeiri (28), who stated that Sudanese students considered lectures to be very valuable for their learning and being absent from them could have negative consequences on their performance. On the other hand, as evidenced in Figure 3, the physical structure and conditions of classroom as well as the integration between classmates have not been considered as highly influential factors in the teaching-learning process by the participants of our study.…”

Section: Ogysupporting

confidence: 74%

Behind teaching-learning strategies in physiology: perceptions of students and teachers of Brazilian medical courses

Nasre-Nasser

Oliveira

Ribeiro

et al. 2022

Advances in Physiology Education

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The teaching-learning process must constantly overcome the barriers imposed by rapid scientific and technological advances, as well as changes in the profile of students and access to information. This study intended to analyze the perceptions of students and professors of medical courses about the teaching-learning strategies used in physiology at different Brazilian universities, as well as the factors that influence or hinder the learning of this discipline. There were analyzed questionnaires from 174 students and 16 professors of physiology from medical courses of 20 higher education institutions (public and private) in a southern Brazilian state. The teaching strategies most used by physiology teachers coincided with the classroom activities that students consider to have the greatest contribution to their learning (expository classes/lectures, tests and questionnaires, problem-based learning/clinical case studies and demonstrative/practical classes). It was also evidenced that teachers' didactic is considered as a very influencing factor for the students during their learning process, while the teachers pointed out daily pedagogical practice as the most relevant factor in the development of their skills within the classroom. Besides, some factors hindering the teaching-learning process of physiology were identified by the respondents, such as: large amount of information, little time for study outside the classroom, previous knowledge and intrinsic difficult of the discipline. Finally, students tend to study alone and generally used teachers' slides and their own notes as study materials. The continuous assessment of the perceptions, needs and difficulties of students and teachers plays an essential role improving the teaching-learning process.

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Section: Ogysupporting

confidence: 74%

Behind teaching-learning strategies in physiology: perceptions of students and teachers of Brazilian medical courses

Nasre-Nasser

Oliveira

Ribeiro

et al. 2022

Advances in Physiology Education

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“…2,3,28,32 Es decir, independientemente del resultado del debate teórico, siempre estará presente la manera en la que las competencias profesionales son llevadas a los escenarios de aprendizaje para la formación del médico general así como la forma de evaluar dichas competencias; de manera que se invierte la lógica de análisis. 10,[12][13][14]33 En lugar de establecer una relación teoría-práctica educativa, es preciso partir de la triada práctica-teoría-práctica reflexiva.…”

Section: Resultsunclassified

“…[10][11][12] Con este propósito, se han utilizado diferentes estrategias de enseñanza y aprendizaje en los cursos de fisiología durante la formación médica. 10,[12][13][14] En este sentido, la American Physiological Society y la Association of Chairs of Departments of Physiology lograron en el año 2000 el consenso para establecer un conjunto de 685 objetivos de aprendizaje de fisiología para estudiantes de medicina, publicándose la última actualización en 2012. 15,16 Sin embargo, aún resta por establecer explícitamente las competencias específicas y los elementos de competencia que deben desarrollar los estudiantes al concluir el curso de fisiología.…”

Section: Construcción Del Horizonte Metodológicounclassified

Construcción de mallas por competencias para el curso de fisiología

Rillo¹,

Martínez-Carrillo²,

Martínez³

et al. 2015

Investigación en Educación Médica

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La formación médica basada en competencias requiere construir mallas por competencias para desarrollar los cursos de asignaturas preclínicas, como es el caso de la fisiología. Objetivo: El estudio se realizó con el propósito de elaborar la malla por competencias para el curso de fisiología donde se indiquen las tareas así como los conocimientos, habilidades, actitudes y valores que deberá apropiar el estudiante de medicina. Método: Se realizó un estudio cualitativo desde el enfoque interpretativo utilizando la metodología de los proyectos de investigación de Lakatos en tres etapas: análisis de contexto, integración empírica, coherencia heurística. Resultados: La malla por competencias permite anticipar los resultados del aprendizaje. Para elaborarla se identificó el sistema de categorías (saberes básicos de la fisiología, profesionalismo, transferencia de saberes a la práctica clínica, pensamiento analítico, habilidades comunicativas, gestión del conocimiento y aprendizaje permanente, desarrollo personal y profesional). Se identificaron 8 núcleos firmes (campos temáticos) que sintetizan saberes teóricos y prácticos de naturaleza científica y clínica sobre la función del cuerpo humano, dando sentido a las competencias específicas (cinturón protector) que desarrolla el estudiante durante el curso de fisiología. Los métodos que apropia el estudiante son (coherencia heurística): método científico, método estadístico, método epidemiológico, método clínico y método deliberativo

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“…This result aligns with other studies reporting that teacher didactics were also seen as influential in teaching and learning Physiology [ 3 ]. Kaddam and Elnimeiri’s study [ 19 ] asserted that Sudanese students considered direct teaching influential and felt that their absence could harm their performance. Salisu et al [ 20 ] reported that Nigerian students believed that improving pedagogical strategies and changing teachers’ attitudes towards students could improve their performance in the discipline.…”

Section: Discussionmentioning

confidence: 99%

Medical students’ perceptions of factors that Impact their performance in human physiology course: suggestions for improving course presentation

Halalsheh,

Al-Rawashdeh,

Rababah

2023

BMC Med Educ

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Objectives The study aims to examine students’ perceptions of factors that impact students’ performance in the Human Physiology course at HU’s College of Applied Health Sciences and their suggestions for improvement. Method A cross sectional study was conducted between March 2022 and April 2022. A self-administered online questionnaire was distributed to undergraduate students in Physiology courses (online and blended) via Microsoft Teams. Data were analyzed descriptively and inferentially, and thematic analysis was employed based on the most frequent statements for the open-ended question. Results In total, 435 students participated in the study. Results indicated that students had high levels of agreement (M = 4.39) regarding faculty teaching style compared to (M = 4.24) towards course content and (M = 3.49) moderate levels towards technological aspects. In terms of the statistically significant differences at (α = 0.05) in students’ perceptions of factors that influence their performance due to the variables (gender, GPA, college, and teaching methods: online or blended), results showed that course content was not affected by any variables. The technological aspects were affected by GPA and gender. In terms of faculty teaching style, it was affected by all variables (GPA, college, and teaching method) except gender. One open-ended question regarding suggested improvements revealed four main themes: assessment and evaluation, technical issues, teaching methods and tools, and Arabic language support. Conclusion The study findings recommend greater use of assessment for learning methods and provision of interactive materials to help medical students overcome the challenges that might impact their performance.

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Students' perceived value of physiology course activities in a Sudanese medical faculty

Cited by 10 publications

References 19 publications

Behind teaching-learning strategies in physiology: perceptions of students and teachers of Brazilian medical courses

Behind teaching-learning strategies in physiology: perceptions of students and teachers of Brazilian medical courses

Construcción de mallas por competencias para el curso de fisiología

Medical students’ perceptions of factors that Impact their performance in human physiology course: suggestions for improving course presentation

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