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Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Active learning methodologies are an excellent educational resource for students. However, effective study techniques outside the classroom are still underutilized. The aim of this study is to carry out a theoretical essay, by means of deductive thinking, that brings the perspective of cognitive neuroscience to optimize selfdirected learning of students. One crucial finding is that memories naturally tend to fade unless there is explicit repetition in contact with the information and exclusive attention to the subject matter. In addition, effective study strategies should engage executive functions to promote active manipulation and association of information. Lastly, learning by teaching is a strategy with the potential to mobilize all these resources. Particularly, the Feynman learning method is a robust strategy supported by an extensive reflective process of information, that should be systematically tested in future work. [ABSTRACT FROM AUTHOR]

Objective: To describe the attempts to integrate health economics (HE) into medical education in Thailand. Materials and Methods: A national survey was launched to all medical education centers in Thailand to discern the situation and gaps in HE teaching. Discussions about improving HE education were held among experienced educators. As a result, the HE working group, comprising experienced medical teachers in HE, was initiated with the aim of recommending the essential contents for HE education. The HE working group also helped preparing a HE curriculum and instructional media assisted general medical educators in HE teaching. Distribution of learning materials developed was planned. Results: Results from the survey revealed gaps in HE teaching, including the lack of HE teaching in clinical curricula, inconsistency in teaching standards, and scarcity of teaching materials and resource persons. The HE working group developed a spiral-based HE curriculum for medical training from undergraduate to graduate levels. Moreover, HE study guides were proposed as teaching aids. Additionally, an example to integrate HE into other medical discipline was demonstrated in the undergraduate curriculum of Family Medicine. Workshops "training for the trainers" were successfully arranged twice. All produced materials, including HE essential contents, curriculum, and study guides, as well as teaching experience were shared to the medical teachers in this regard. Conclusion: While a number of efforts had been established to integrate HE into medical education, further attempts are still required to continuously improve HE teaching. [ABSTRACT FROM AUTHOR]

Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: The aim of this study was to design of the study guide for the Master of BioStatistics program. Methods: In order to develop the study guide, the literature was reviewed and the first draft of the study guide was compiled using the opinions of experts. Then the face and content validity of the index was assessed from the perspective of the faculty members of Biostatistics across the country through electronic survey. Result: The present study guide includes a review of course titles, learning objectives and outcomes, educational prerequisites, a schedule of learning strategies, learning opportunities, assessment, and more resources for study. These titles are summarized in the present text. The face and content validity index were reported to be 87% and 92%, respectively. Conclusion: It seems that access to the study guide at the beginning of a master's degree in Biostatistics can put the learner on a better learning path, and the need to develop a unified study guide at the national level can be beneficial for the learners.

Assessment in veterinary medicine is challenging given the high volume of material and high cognitive load. Differing opinions exist regarding the utility of comprehensive final examinations in veterinary courses. A mixed-methods prospective randomized trial was undertaken with veterinary students ( n = 47) in an elective cardiology course. All students received identical content, which was presented through weekly in-class lectures (eight total lessons). They were given access to four different formats of study aids and completed quizzes of content knowledge within 1 week of each lesson. For the cumulative final examination (post-test), students were explicitly instructed to study only for four out of the eight lessons. Students then completed a delayed post-test 3-6 months after completion of the course. Quantitative and qualitative data were collected in the form of in-depth pre- and post-course surveys. Overall, studying a particular lesson for the post-test resulted in higher scores for six out of eight lessons in the post-test ( p < .05) but did not result in significantly higher scores for any lesson in the delayed post-test. Time spent studying for individual quizzes, as well as other measures of study habits, decreased significantly throughout the semester. Among study aids, student preference was highest for instructor-provided graphic organizers, and this preference persisted across the semester with a shift away from instructor-provided outlines over time ( p = .043). Free-text survey responses showed that students had realistic expectations for the impact of studying for the post-test and appreciated exposure to a variety of study aid formats. In an elective veterinary cardiology course, review of material prior to a cumulative final examination led to improved short-term performance but no difference in retention 3-6 months later.

Copyright of Meta: Avaliação is the property of Revista Meta: Avaliacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this research is to analyse the process of knowing the plant life cycle, achieved by students during learning activities using educational films and other means of education (study guide, posters, worksheets). This research investigated how the use of the educational film may be capitalized in the teaching activity. The study took place during the Mathematics and Environmental Exploration class, at the lesson on the life cycle of plants. The participants were second-grade students distributed in an experimental group and a control group. The two groups were involved in two tests: an initial one, before watching the film, and a post-test, after watching it. The students in the experimental group received a study guide before the activity of watching the film. After completing the test,they watched the film again and discussed its content with the teacher, using other visual materials and solving some tasks. In conclusion, the use of the study guide associated with the educational film is effective only if the students have previous knowledge about the subject they learn. It is not enough for students to watch the educational film by themselves to understand and learn. To grasp correct representations in the field of Natural Sciences and to improve the thinking skills they need to be involved in active learning activities coordinated by the teacher

Background: Parasitology is a course filled with many complicated terminologies. In this study, a guide was designed to facilitate the learning of parasitology. More precisely, an annual educational calendar of medical parasitology was designed based on the weeks of education and its effectiveness was assessed in university students of medical sciences. Materials and Methods: This cross-sectional study included 174 students who were randomly divided into two intervention and control groups. At the baseline, the students were tested with a questionnaire at the beginning of each teaching session and the end of the intervention. In addition, another questionnaire was used to compare the attitude and satisfaction of students in two groups. Finally, the scores of the students were entered in SPSS 16 for analysis. Results: The results of parametric tests showed that the mean scores of laboratory and medical students during several tests in different sessions were significantly different in the two groups. Conclusion: The educational calendar is a new method in medical education, especially in the field of medical parasitology. This calendar as an educational supplement, emphasizes on students’ active learning and contributes to improving the quality of teaching the parasitology course in addition to meeting their educational needs.

Introduction: The aim of this study was to design of the study guide for the Master of BioStatistics program. Methods: In order to develop the study guide, the literature was reviewed and the first draft of the study guide was compiled using the opinions of experts. Then the face and content validity of the index was assessed from the perspective of the faculty members of Biostatistics across the country through electronic survey. Result: The present study guide includes a review of course titles, learning objectives and outcomes, educational prerequisites, a schedule of learning strategies, learning opportunities, assessment, and more resources for study. These titles are summarized in the present text. The face and content validity index were reported to be 87% and 92%, respectively. Conclusion: It seems that access to the study guide at the beginning of a master's degree in Biostatistics can put the learner on a better learning path, and the need to develop a unified study guide at the national level can be beneficial for the learners. [ABSTRACT FROM AUTHOR]

Student perceptions of active learning methods in medicinal chemistry education and correlation of those perceptions with academic performance measures have not been well studied. Perceived usefulness of six active-learning activities (study guides, team activities, assignments/quizzes, make your own questions, and two types of in-class live polls) was evaluated by survey. Correlations between perceived usefulness, active-learning activity grade, course grade, first-time North American Pharmacist Licensure Examination (NAPLEX) score, and Pharmacy Curriculum Outcomes Assessment (PCOA) score were examined. Students perceived study guides as the most preferred activity while in-class live polls were least preferred. However, students agreed that all methods were useful to varying degrees. Although no significant correlation was seen between perceived utility of active-learning and course grades, positive correlations were observed between active-learning grades and NAPLEX (0.32), active-learning grades and PCOA (0.311), course grades and PCOA (0.449), and course grades and NAPLEX (0.483). Furthermore, correlation of PCOA and NAPLEX scores (0.456) was in line with previously published studies. Students found active-learning approaches to be useful to varying degrees. Active-learning activity and course grades had moderate, positive correlations with both NAPLEX and PCOA scores, suggesting that these active-learning activities may contribute to success on standardized exams. [ABSTRACT FROM AUTHOR]

Our aims were determining the student’s views about the effect of using the study guide on advance preparation in a flipped class setting and testing the effect of flipped class on higher cognition. Using a quasi-experimental design in Tehran University of Medical Sciences, one batch was taught using a flipped classroom and another batch by a lecture in 3 sessions. The student’s views were assessed using a questionnaire, and the effect of flipped class on levels of higher cognition based on Bloom's taxonomy was measured using two tests in two-time intervals. Seventy-two students believed that the study guide helped them to devote their time to study. Data did not support our hypothesis that flipped class could result in higher cognition one month and four months after the intervention T=-0.75, df=197, P=0.45 in knowledge Questions, T=-1.08, df=197, P=0.28 in comprehensive questions, T=-0.30, df=197, P=0.76 in an application, and T=-0.91, df=197, P=0.36 in analytical questions. Study guides could be effective tools to get students to interact with pre-assigned readings in a flipped class context. Our hypothesis that flipped class could result in higher cognition was not supported.

Our aims were determining the student's views about the effect of using the study guide on advance preparation in a flipped class setting and testing the effect of flipped class on higher cognition. Using a quasiexperimental design in Tehran University of Medical Sciences, one batch was taught using a flipped classroom and another batch by a lecture in 3 sessions. The student's views were assessed using a questionnaire, and the effect of flipped class on levels of higher cognition based on Bloom's taxonomy was measured using two tests in two-time intervals. Seventy-two students believed that the study guide helped them to devote their time to study. Data did not support our hypothesis that flipped class could result in higher cognition one month and four months after the intervention T=-0.75, df=197, P=0.45 in knowledge Questions, T=-1.08, df=197, P=0.28 in comprehensive questions, T=-0.30, df=197, P=0.76 in an application, and T=-0.91, df=197, P=0.36 in analytical questions. Study guides could be effective tools to get students to interact with pre-assigned readings in a flipped class context. Our hypothesis that flipped class could result in higher cognition was not supported. [ABSTRACT FROM AUTHOR]

In the student learning leading in activities related to education at work, as a teaching organization, the teacher plays a great role of importance. As a result of the methodological work of the Chair of Medical Clinic of the Cienfuegos Medical Sciences University, a "Teacher Orientation Guide" has been prepared to contribute to the orientation of teachers with less teaching experience, in the organization of its practical activity set off for the formation of skills during the Clinical Propedeutic course. To achieve this guidance, the actions inherent to the teaching activity have been organized according to their guiding, demonstrative, exercise or control function, and delimited sequentially according to each week of subject program study. In a general sense, the conception of the guide favors teacher work aimed at teaching skills, over activity aimed at teaching knowledge as a priority. It is proposed to use it as a complement to the program of the Clinical Propedeutics subject, specifically enriching its methodological guidelines. [ABSTRACT FROM AUTHOR]

The purpose of this research is to analyse the process of knowing the plant life cycle, achieved by students during learning activities using educational films and other means of education (study guide, posters, worksheets). This research investigated how the use of the educational film may be capitalized in the teaching activity. The study took place during the Mathematics and Environmental Exploration class, at the lesson on the life cycle of plants. The participants were second-grade students distributed in an experimental group and a control group. The two groups were involved in two tests: an initial one, before watching the film, and a post-test, after watching it. The students in the experimental group received a study guide before the activity of watching the film. After completing the test, they watched the film again and discussed its content with the teacher, using other visual materials and solving some tasks. In conclusion, the use of the study guide associated with the educational film is effective only if the students have previous knowledge about the subject they learn. It is not enough for students to watch the educational film by themselves to understand and learn. To grasp correct representations in the field of Natural Sciences and to improve the thinking skills they need to be involved in active learning activities coordinated by the teacher. [ABSTRACT FROM AUTHOR]

This paper presents an experimental research, conducted in the 2016-2017 schoolyear, by ten 5th grade pupils from “Iacob and Ioachim Mureșanu” Gymnasium in Rebrișoara, Bistrița-Năsăud County, Romania. Hypothesis: if the 5th grade pupils study the Gersa Valley landscapes directly, following a study guide, through school field trips and hikings, they will achieve good quality Geography skills. The experiment had three stages: the initial test, the learning activities and the final test. By direct observation of the landscapes and guided by the teachers’ questions, the pupils discovered and deeply understood the way that a landscape functions and all the connections between its components.

Background and aim: Study guide is a tool for establishing the student-centered learning process. It is an assortment for directing the student in the management of his learning by foreseeing educational obligations, aims and contents. Considering the important role of study guides in students' learning process, the aim of the present study was to explain the point of view of dental students towards the study guide of the oral medicine course. Materials and methods: This study was performed in two phases: 1-compilation of a study guide for the practical oral medicine course, and 2- implementation of the study guide by 73 dental students, evaluation of their point of view towards its items, and also estimation of their level of satisfaction. Results: 48.6% of the participants were completely satisfied, 18.1% were moderately satisfied; whereas, 6.9% were unsatisfied with the study guide. 26.4% of the students had left the open questions unanswered. 71.2% of the students needed some examples for implementing theoretical lessons in the clinical setting. Few students felt the need to know about the role of the department's personnel. Conclusion: A high percentage of the students were moderately or completely satisfied with the study guide. They believed that the study guide has improved their learning process, and has even resulted in higher final scores. Knowing the opinion of students is useful for revision and improvement of the study guide.

Background & Objective: Today using new educational strategies and methods is of great importance Using a study guide is one of these new methods of teaching and learning The aim of the present study was to evaluate the perception of lecturers and students of the School of Dentistry Tehran University of Medical Sciences Iran toward the use of a study guide Methods: In this quasiexperimental study 25 students of the School of Dentistry of Tehran University of Medical Sciences who had chosen the community dentistry course were randomly selected A study guide was given to students before their briefing session and 2 sessions in the school A questionnaire was designed in order to collect data on the perception of students toward the study guide and was used after the completion of the course The validity and reliability of the questionnaire were verified The questionnaire was also filled out by a professor of the Department of Oral Health Data was analyzed by SPSS software Results: The survey of the students and lecturers perception of the study guide showed that 765% and 86% respectively chose agree and completely agree with the use of the study guide options Conclusion: Using the study guide was rated as a suitable method thus it can be used to help students in the efficient use of training time