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Dynamics of Team-Based Learning in Molecular Biology: Insights and Reflections From Undergraduate Medical Students.
Cureus
December 2024
Medical Education, Shalamar Medical and Dental College, Lahore, PAK.
Objective: To investigate the dynamics of collaborative learning in team-based learning (TBL) through students' reflections and feedback.
Methods: A phenomenological mixed-methods approach was adopted where the survey and reflections were conducted concurrently after the TBL session and the results were analyzed. The study employed a mini-cluster technique to include all first-year MBBS students of batch 2023-24 with an age range between 19 and 22 years.
Professionalism and Ethics in Medical and Dental Education: A Survey of Student Perceptions and Experiences.
Cureus
December 2024
General Surgery, Nishtar Hospital, Multan, PAK.
Background: Professionalism and ethical behavior are critical components of medical practice, yet gaps in ethical education among medical students remain a concern. This study addresses the need to assess perceptions and experiences regarding professionalism among medical students.
Objective: This study aims to evaluate medical students' awareness, perceptions, and experiences related to professionalism and ethical practices.
Cultivating mathematical mindset via online video interventions: a mixed-methods investigation in Chinese higher education.
Front Psychol
January 2025
Department of Mathematics and Information Technology, The Education University of Hong Kong, Hong Kong, Hong Kong SAR, China.
Freshmen often encounter significant challenges in adapting to the complexity of university-level mathematics and independent learning. These challenges necessitate the development of strong self-regulated learning (SRL) skills to successfully navigate the demands of higher education. Building on mindset theory, this study explores how mathematical mindset-oriented interventions can support freshmen's mathematics learning during their transition to higher education mathematics, particularly in an online setting.
View Article and Find Full Text PDFIntersubjectivity and co-constructed framings: students' role-play talks in online English-speaking sessions.
Front Psychol
January 2025
Department of English, Faculty of Arts and Humanities, University of Macau, Macau SAR, China.
This study investigates how lower-level English language learners achieve and maintain intersubjectivity and navigate through co-constructed framings during context-embedded tasks such as improvised role-play. In language education settings, activities associated with interactions often reflect multi-layered participant orientations beyond mere linguistic execution. From the perspectives of ethnomethodology and conversation analysis, linguistic actions are effective only when they are intersubjectively understood: the complexity of an activity necessitates corresponding levels of intersubjectivity for smooth progression.
View Article and Find Full Text PDFFrom shadowing to active learning: exploring the impact of supervised teaching clinics on gynecology education.
Front Med (Lausanne)
January 2025
Department of Gynecologic Oncology, Women's Hospital, Zhejiang University School of Medicine, Hangzhou, China.
Background: Supervised Teaching Clinics (STCs) have emerged as an innovative approach to medical education, particularly in specialties like gynecology, where hands-on experience is crucial. Traditional clinical rotations often leave students in passive roles, limiting their active participation and the development of essential clinical skills.
Aim: This study aimed to evaluate the impact of STCs on the clinical competencies and professional development of medical students within a gynecological clinic, comparing the outcomes with those of traditional clinic shadowing.
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