Search

Background: Flipped classroom aims at exposing the students to teaching material outside of class first and utilizing the class time in deeper understanding of the topic with the discussion in the presence of the teacher. It is a method of teaching learning wherein the students take responsibility of their learning. The present study was to conducted to introduce flipped classroom approach as teaching learning method and to obtain students feedback. Materials and method: The study was descriptive study done in the Department of Anatomy after obtaining the IEC clearance. First year MBBS students who volunteered to participate (138 out of 150) were included in the study after obtaining informed consent. The students were given a pre-class reading material in form of PowerPoint Presentation with voice over for the topics selected for flipped class using Institutional Learning Management System (LMS) seven days before the class. Class time was utilized in discussion of the topic. A questionnaire was used which was validated by other faculty members. Responses were collected using a 5 point Likert scale. Analysis was done by Microsoft Excel 2010. Results: The concept of flipped classroom was well accepted by the students. It was observed that 70% of the students found flipped classroom is more interesting method of learning anatomy compared to traditional lectures. 30% of the students believed flipped class required more time and more preparation. They were of the view that these classes were more interesting, interactive, and motivated them to learn compared to the didactic lectures. Conclusion: Flipped classroom is not a new concept. However, in our country this concept of teaching learning is not very commonly used in medical colleges and can be used as an alternative to the traditional lectures for better understanding of the topic and can be used more often. [ABSTRACT FROM AUTHOR]

Today the hope for education goes well beyond a reductionist and modernist approach of knowledge transfer. This research suggests that the experience of being immersed in natural environments can lead to embodied ways of learning and being beyond the Anthropocene and can shape children's innate relationship with nature. We bring together two ethnographic case studies – in India and Germany - in alternative schools, which actively incorporate nature in their learning processes for children aged 6–13 years old. We find that, across both contexts, nature is considered as a peace educator: teaching key concepts and skills, promoting ecological ways of living and being, enabling conditions for wellbeing and inner-peace, and a reciprocal student-nature relationship of care. We call for an ontological and epistemological shift where nature is not just instrumentalized, but rather to recognize the intrinsic value for children being in nature, learning with and from nature rather than about it. [ABSTRACT FROM AUTHOR]

Due to the advances in internet communications technology (ICT), the use of digital devices, such as laptops, tablets, or smartphones, in the educational setting has become very common among young people. A considerable body of research has shown that there are adverse effects of in-class internet usage, termed "cyberloafing" on students' academic performance, making it a rising concern for scholars. Within this context, the present study examines cyberloafing as a multidimensional construct and studies the mediating effects of psychological wellbeing and social media learning between cyberloafing behaviour and cyberloafing activities of students. Using an online survey, data was collected from 240 undergraduate and graduate students at a private university in India. The data were analyzed using structural equation modelling and mediation analysis. The results indicate that cyberloafing behaviour negatively influences student's psychological wellbeing, whereas psychological wellbeing is positively related to cyberloafing activities. It was also found that, on one hand, cyberloafing behaviour negatively influences social media learning, whereas social media learning did not have any effect on cyberloafing activities in students. This study highlights that it is crucial for educators and course instructors to incorporate appropriate practices and interventions to manage the misuse of the internet through cyberloafing in classrooms. [ABSTRACT FROM AUTHOR]

The growing healthcare industry and the demand for a skilled workforce in India lead many students to enroll in medical and healthcare professional programmes. Pharmacy programmes in India prepare the students to deal with emerging opportunities in healthcare. Being a country with a great diversity of approaches, and the expectations of students from Generation Z, pharmacy education in India has an opportunity for rejuvenation to engage students in active learning. Educationalists and policymakers can explore to engage the current generation of students, who have a motivation to intervene with institutions and authorities. 'Students as Partners' is an emerging concept re-positions students as active partners to enrich students' learning experiences. There are four areas of partnership within the 'Students as Partners' conceptual model; these are 'Teaching and learning including assessment', 'Subject-based research and inquiry, 'Scholarship of teaching and learning', and 'Curriculum design and pedagogic consultancy'. The perceptions and willingness of stakeholders toward student engagement through the partnership will be the key to the success of the 'Students as Partners' concept in India. To promote student-centered active learning in pharmacy programmes, institutions and academic staff can consider strategies to engage students in their learning process. This paper discusses how the students as partner concept can be implemented in the Indian Pharmacy education setting to enhance students' learning experiences. [ABSTRACT FROM AUTHOR]

This study examined and addressed climate change's effects on hydrological patterns, particularly in critical places like the Godavari River basin. This study used daily gridded rainfall and temperature datasets from the Indian Meteorological Department (IMD) for model training and testing, 70% and 30%, respectively. To anticipate future hydrological shifts, the study harnessed the EC-Earth3 data, presenting an innovative methodology tailored to the unique hydrological dynamics of the Godavari River basin. The Sacramento model provided initial streamflow estimates for Kanhargaon, Nowrangpur, and Wairagarh. This approach melded traditional hydrological modeling with advanced multi-layer perceptron (MLP) capabilities. When combined with parameters like lagged rainfall, lagged streamflow, potential evapotranspiration (PET), and temperature variations, these initial outputs were further refined using the Sac-MLP model. A comparison with Sacramento revealed the superior performance of the Sac-MLP model. For instance, during training, the Nash Sutcliffe efficiency (NSE) values for the Sac-MLP witnessed an improvement from 0.610 to 0.810 in Kanhargaon, 0.580 to 0.692 in Nowrangpur, and 0.675 to 0.849 in Wairagarh. The results of the testing further corroborated these findings, as evidenced by the increase in the NSE for Kanhargaon from 0.890 to 0.910. Additionally, Nowrangpur and Wairagarh experienced notable improvements, with their NSE values rising from 0.629 to 0.785 and 0.725 to 0.902, respectively. Projections based on EC-Earth3 data across various scenarios highlighted significant shifts in rainfall and temperature patterns, especially in the far future (2071–2100). Regarding the relative change in annual streamflow, Kanhargaon projections under SSP370 and SSP585 for the far future indicate increases of 584.38% and 662.74%. Similarly, Nowrangpur and Wairagarh are projected to see increases of 98.27% and 114.98%, and 81.68% and 108.08%, respectively. This study uses EC-Earth3 estimates to demonstrate the Sac-MLP model's accuracy and importance in climate change water resource planning. The unique method for region-specific hydrological analysis provides vital insights for sustainable water resource management. This research provides a deeper understanding of climate-induced hydrological changes and a robust modeling approach for accurate predictions in changing environmental conditions. [Display omitted] • Integrated Sacramento with MLP to create the Sac-MLP model for streamflow modeling. • Sac-MLP showed marked improvement in performance across three sites. • EC-Earth3 data projections indicated major future shifts in rainfall and temperature. • Sac-MLP is pivotal for water resource planning in climate-affected regions. [ABSTRACT FROM AUTHOR]

Conceptual teaching-learning process in engineering disciplines fosters a deep understanding of content and facts and leverages students' domain knowledge to solve real-world problems. Combined with high-impact practices and collaborative/joint teaching in Engineering Design Project (EDP), this process enables students to apply captured expertise and skills in team-based project settings. Many conventional instructional methods for EDP are less effective because little consideration is given to conceptual learning, especially abstract design. The present research examined an experimental approach, which involved collaborative teaching in the EDP course at an engineering college in India jointly with a faculty at one of the largest higher education systems in the United States. The project's fundamental goal is to enhance teaching-learning of EDP using experience with real-world problems to enable concrete understanding of Design techniques through a co-teaching approach. The concept-based learning included team-based project experience in learning the Software Engineering Design concepts. Peer-Code Review was used as a powerful High Impact Practice (HIP) and student retrospective surveys. The empirical results of this study suggested that such HIPs and collaborative teaching-learning practices mandated Bloom's taxonomy of more critical thinking at increasingly higher levels among students by improving the quality of learning. Further analysis of demographic survey questionnaire using descriptive statistical methods demonstrate the knowledge gain, attitudes, and interests of students from varied backgrounds to pursue higher studies in foreign universities. [ABSTRACT FROM AUTHOR]

Introduction: Approaches to study and learning may either improve or attenuate educational outcomes. Medical educators, therefore need to monitor the various approaches adopted by students in pursuit of their learning. This can be achieved using Approaches to Study and Skills Inventory for Students (ASSIST). Aim: To find predominant learning approach amongst medical students in a western Indian medical school. Materials and Methods: A cross-sectional observational study was conducted at second year MBBS students in September 2015, at the private medical college of Pramukhswami Medical College, Gujarat, India for documenting details about their understanding about learning and its concepts, different learning approaches and preferences for different types of courses and teachings adopted by students in their daily academic routine. Descriptive analysis was carried out finding frequency (n) and percentages (%) and Independent sample t-test was applied to compare the scores of quantitative data between the sub groups. Analysis was done using the software Statistics and Data Science (STATA) version 14.2. Results: Out of 100 students, 75 participated (38 females and 37 males). Results displayed the frequency scores of ASSIST and its three sections. Under first section i.e., "what is learning" and "what are concept", there was no significant difference (p-value >0.05) in mean (Standard Deviation) scores. While in second section on "Approaches of learning" maximum students used Strategic Approach (SA) (79.82±8.97), followed by Deep Approach (DA) (64.39±6.01) and then surface approach (50.10±9.87). There was a positive correlation between deep and strategic learning approach (r=+0.44) whereas deep and surface approach showed negative relation (r=-0.23). In addition, surface approach had negative relation with SA (r=-0.21). In regards to the preferences for different types of course and teaching, there was no significant difference (p>0.05). Conclusion: Knowledge of student's 'approaches to learning', 'conceptions of learning' and 'preference towards different types of teaching styles can help optimise the quality of student learning, as well can support teaching and assessment methods used by educators. [ABSTRACT FROM AUTHOR]

Online teaching has taken a global turn in India. Online teaching is being adopted by educational institutions to get rid of the complexities and weakness of traditional methods of education. The quality of teaching process can be improved by using effective teaching methods in online teaching. The article includes the concept of online teaching, significance & its Challenges. [ABSTRACT FROM AUTHOR]

Introduction: Medical Council of India (MCI) in the current competency based on the undergraduate curriculum for the Indian medical graduate has focussed on the development of critical thinking, reasoning and communicating abilities of the undergraduate students. This would enable them to apply their knowledge effectively and provide better patient care. In this context, concept mapping has proved to be a simple yet powerful tool. Aim: To assess the feasibility of implementing concept mapping module and perception of the students and faculty about use of concept mapping as complementary teaching aid in pharmacology using peer validated questionnaires and Focus Group Discussion (FGD). Materials and Methods: This cross-sectional interventional study was conducted in the Department of Pharmacology of a tertiary hospital in Eastern India. Study duration was six months, from September 2019 to February 2020. After obtaining permission from Institutional Ethics Committee (IEC), 64 consenting students of 2nd professional MBBS, Dean of student affairs, Medical Education Unit (MEU) Co-ordinator and 10 faculties of the Department of Pharmacology were sensitised about the concept mapping. A module for implementation and assessment rubric was decided. Participating students were randomly divided into eight groups (Group A, B, C, D, E, F, G, H), each group comprising eight students. Each group had to prepare one concept map on an allotted topic from General Pharmacology. They had to submit the maps within seven days. Students could use pen and paper or they could utilise computer software to prepare the maps. After submission, faculties other than the researcher assessed and gave feedback to the students. After one month, the second set of assignments was allotted on topics from autonomic nervous system. As before, submission had to be done in seven days. This set was also assessed and feedback given. At the end of second submission, perception of the students and faculties about implementation of the module was assessed through peer validated open as well as closed ended questionnaires. A FGD was also held among participating faculties. Open ended questions were analysed using verbatim and closed ended questions were analysed as percentage using Microsoft Excel. FGD was analysed using content analysis method. Results: Among the 64 participating students, 63 (98.43%) preferred concept mapping as complementary teaching tool in addition to traditional tutorial format and 62 (96.9%) students enjoyed making the concept maps. On analysis of students' feedback, 56 (87.5%) students opined that this module could be included in Pharmacology curriculum. Out of 12 faculties, 7 (58.33%) graded feasibility of the module as 4 out of a maximum of 5. Conclusion: This study concludes that with proper selection of topics, concept mapping may be included as complementary teaching learning tool in Pharmacology curriculum for undergraduate students. [ABSTRACT FROM AUTHOR]

The mental health of adolescents is influenced by developmental changes inherent in adolescence and by their socio-cultural milieu. Existing literature indicates that well-planned school-based interventions to promote the mental health of adolescents are effective in helping adolescents cope with the many changes within and around them. This article presents SPEAR™- a school-based model for universal mental health promotion among urban adolescents that emphasizes the need for focus on the individual and intuition. This model builds on evidence-based research on school-based socio-emotional learning and ancient Indian concepts of education to create a safe space for adolescents to develop clarity about themselves and their mental health. Elements of the program are discussed to present the potential prospects and consequences of this approach to school-based mental health promotion for adolescents. [ABSTRACT FROM AUTHOR]

Introduction: A medical graduate is expected to fulfil the roles of a clinician, communicator, life-long learner, professional, leader and researcher. A Problem-Based Learning (PBL) course was introduced to enhance student skills in knowledge acquisition, problem-solving, clinical reasoning, communication, leadership, self-directed learning and working in teams. Aim: To assess the effect of a two-month PBL course for second-year MBBS students on self-directed and conceptual learning. Materials and Methods: The single group interventional study was conducted in the months of February and March 2017 at an urban private medical college in Southern India. Fifty-seven fourth semester MBBS students underwent a two-month PBL course, with two-hour sessions every week. The students were divided into eight groups, each with two faculty facilitators. Two problems, each with two triggers were discussed. The students completed a Self-Rating Scale of Self-Directed Learning (SRSSD) before and immediately after the PBL course. At the end of each problem, students had to submit a Concept Map (CM) which was graded independently by two faculty. The mean and standard deviation of the pre and post-PBL SRSSDL scores was calculated. Differences in CM sub-scores were estimated using repeated measures ANOVA. Multiple regression analysis was used to estimate the strength of association between the CM scores and gender, attendance and tutor rating. Results: The average post-PBL SRSSDL total and sub-scores were higher than the pre-PBL scores. The mean CM score obtained by the students was 11.3±2.9 (12.6±2.3 for female and 9.8±2.9 for male students, respectively). The layout and graphics scores were significantly higher than the scores for detail. The average attendance of the students was 6.3±1.2 and mean tutor rating was 50.4±9.4. Tutor rating and female gender showed significant positive associations with CM scores. Conclusion: This study provides some evidence that a short-term PBL course positively influences self-directed and conceptual learning among undergraduate medical students. [ABSTRACT FROM AUTHOR]

Background: Adolescents with Specific Learning Disorder (SLD) are at higher risk of academic underachievement, stigmatization, and mental health issues. However, the complete elimination of disorder-related deficits and external challenges is an impracticable solution for enhancing their well-being.Aim: The study adopts a strength-based approach to understand the role of an innate factor, i.e., self-concept, in the association between character strengths and well-being of adolescents with SLD.Methods: A correlational research design following a mediation analysis was adopted to examine the association between the study variables on a sample of 115 adolescents with SLD from India.Results: Self-concept functioned as a partial mediator between the life-satisfaction construct of well-being and six character strengths: Appreciation of beauty and excellence, Perseverance, Judgment, Leadership, Perspective, and Zest. Gender differences were identified with regard to the study variables.Conclusions and Implications: Self-concept of adolescents with SLD could partly contribute to enhanced character strengths awareness to protect well-being. Further, the crucial role of internal factors like self-concept and character strengths in improving the well-being of this population was highlighted. Thereby encouraging future research on SLD to adopt approaches that focus on innate strengths rather than deficits and external sources of well-being. [ABSTRACT FROM AUTHOR]