Journal articles: 'Practicals'

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Stencel, John. "Let's Make Laboratory Practicals... Practical." American Biology Teacher 47, no. 8 (November 1, 1985): 485–86. http://dx.doi.org/10.2307/4448153.

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D, Savitha, and Taniya A. "Student perceptions of “doing” hematology physiology practicals." Advances in Physiology Education 44, no. 1 (March 1, 2020): 65–71. http://dx.doi.org/10.1152/advan.00147.2019.

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Although hands-on experience in hematology practical work has been an integral part of physiology education, the students’ perception on the importance of the same has remained largely unexplored. The objective of this study was to explore students’ perception on the importance of “doing” hematology experiments. The first-year medical students of the 2017–18 batch filled out a semistructured questionnaire at the end of the course of hematology practicals. The questionnaire captured their perception of the importance of doing hematology practicals on their own blood, the assessment of the same, and its value in medical training. Students indicated that doing practicals individually by pricking themselves was a necessary part of physiology teaching ( n = 126 responses: 43 men, 83 women; 86%). They felt that it not only improved their knowledge ( n = 120: 39 men, 81 women; 82%) and fine-motor skills ( n = 107: 41 men, 66 women; 73%), but also molded their attitude ( n = 101: 41 men, 60 women; 69%), gearing them to become empathetic and confident doctors. They felt that some practicals were unnecessary/outdated; this needs attention. While suggesting a few modifications in the practical curriculum, almost all students felt that the practicals should be continued for future batches. Students felt that doing hematology practical work was a necessary part of their training. It improved their knowledge, skills, and attitude, making them more empathetic and confident doctors.

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McGarvey, David J. "Experimenting with undergraduate practicals." New Directions in the Teaching of Physical Sciences, no. 1 (February 23, 2016): 3–5. http://dx.doi.org/10.29311/ndtps.v0i1.361.

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In my experience the prescriptive nature of many undergraduate practicals restricts the scope for students to apply and develop their subject-specific knowledge. In addition, the nature of such practicals places limitations on their effectiveness for development of problem solving, team working and transferable skills. In recognition of this, a number of laboratory practicals in physical chemistry have been developed (some from existing traditional scripts) which feature clearly formulated and explicit objectives, but which omit detailed instructions to a greater or lesser extent. One particular aspect of these practicals is that the onus is placed on students to design a viable experimental approach in order to achieve the stated objectives and to reflect critically on their work. In this respect some of the practicals may be considered as structured mini-projects. Another implicit aspect is an attempt to encourage students to de-compartmentalise their subject knowledge (e.g. organic mechanisms in a ‘physical’ chemistry practical).The practicals have been used successfully at levels 1 and 2 during the past two years at Keele, and although the approach described has been applied to laboratory work in physical chemistry, there is no reason why it cannot be applied more generally.

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McGarvey, David J. "Industry-linked context-based chemistry practicals." New Directions in the Teaching of Physical Sciences, no. 2 (December 1, 2006): 57–64. http://dx.doi.org/10.29311/ndtps.v0i2.436.

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There is considerable evidence that the use of tangible contexts enriches the learning experience for students. In view of this, the author has developed two ‘industry-linked context-based chemistry practicals’ that illustrate the importance of core chemistry topics within commercial/industrial contexts. A common feature of the practicals is that the students work with actual commercial samples and compare their data with that published by the two companies. The principal features of the two practicals are described and contrasted with conventional practicals. Finally, the results of a student evaluation of the practicals are reported.

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McGarvey, David J. "Experimenting With Undergraduate Practicals." New Directions, no. 1 (May 2003): 3–5. http://dx.doi.org/10.11120/ndir.2003.00010003.

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Fernandes, Lynette B., and Anna-Marie Babey. "Student attitudes towards pharmacology practicals." Proceedings for Annual Meeting of The Japanese Pharmacological Society WCP2018 (2018): PO1–7–13. http://dx.doi.org/10.1254/jpssuppl.wcp2018.0_po1-7-13.

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Singh, Vikramjit. "Achievement in Science and Attitude towards Science Practical among Secondary School Students of Patna." JOURNAL OF TEACHER EDUCATION AND RESEARCH 15, no. 02 (December 30, 2020): 15–19. http://dx.doi.org/10.36268/jter/15205.

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Practical work is defined as any science teaching and learning activity that involves students, working individually or in small groups, manipulating, and/or observing real objects and materials instead of the virtual world. The teaching of science offers students the ability to access a wealth of knowledge and information, which will contribute to an overall understanding of how and why things work as they do. Science can explain the mechanics and reasons behind the daily functioning of complex systems, ranging from the human body to sophisticated modern methods of transport. Children and students can use this knowledge to understand new concepts, make well-informed decisions, and pursue new interests. Thus, there is a compulsory role of science practicals in science teaching, and it is always important to study its implications on the students’ science achievement. The study here has investigated this and found out if there is any relationship between science achievement and attitude towards science practicals. The study has been conducted on 120 students administering the standardized test on attitude towards science practicals. This study used a 30-item science attitude scale adapted from Prokop et al. (2007). The findings showed that the differences existed in science achievement based on gender and location of the schools. In contrast, in terms of attitude towards science practicals, the difference only existed based on the schools’ area of location. It was also found that there existed a significant relationship between achievement in science and attitude towards science practical among secondary school students of Patna.

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M, Revathi. "Student's perception of objective structured practical examination versus traditional practical examinations for hematology physiology practicals." National Journal of Physiology, Pharmacy and Pharmacology 9, no. 8 (2019): 1. http://dx.doi.org/10.5455/njppp.2019.9.0623202072019.

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Math, Mahantayya, Rita Khadkikar, Yashoda Kattimani, Swati Gawali, Priyanka Rane, Madhur Rai, and Ravindra Inamdar. "Improving Biosafety in Performing Haematology Practicals." International Journal of Clinical and Experimental Physiology 6, no. 2 (December 30, 2019): 75. http://dx.doi.org/10.5530/ijcep.2019.6.2.19.

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Geisbusch, S., W. A. Halang, and B. Heulmanns. "Laboratory Practicals in Engineering Tele-Education." IFAC Proceedings Volumes 34, no. 9 (July 2001): 521–26. http://dx.doi.org/10.1016/s1474-6670(17)41761-7.

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Denny, Michael, and Frank Chennell. "Science practicals: what do pupils think?" European Journal of Science Education 8, no. 3 (July 1986): 325–36. http://dx.doi.org/10.1080/0140528860080309.

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Vella, F. "Biochemistry practicals in the oral cavity." Biochemical Education 17, no. 2 (April 1989): 108. http://dx.doi.org/10.1016/0307-4412(89)90033-2.

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Vaishnav, Deepali, Manjusha Hivre, and Veena Hatolkar. "Study of impact of manual biochemistry practicals vs practicals using automation techniques in first-year MBBS students." International Journal of Medical Science and Public Health 5, no. 9 (2016): 1925. http://dx.doi.org/10.5455/ijmsph.2016.29012016394.

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Newey, Alison. "Research with people: Theories, plans and practicals." Counselling and Psychotherapy Research 11, no. 3 (September 2011): 244–45. http://dx.doi.org/10.1080/14733145.2011.602929.

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Flannery, Michael. "Introducing Electronic Systems. Introducing Electronic Systems Practicals." Electronics Education 1995, no. 1 (1995): 40. http://dx.doi.org/10.1049/ee.1995.0024.

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Hurley, John, Terri N. Edwards, Francis Jefferson, Kelly Harrell, and Carl E. Haisch. "The Impact of Peer-Led Mock Practicals." Journal of the American College of Surgeons 225, no. 4 (October 2017): S183—S184. http://dx.doi.org/10.1016/j.jamcollsurg.2017.07.418.

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Brownleader, MD, M. Trevan, and PM Dey. "Plant models to replace classical biochemistry practicals." Biochemical Education 22, no. 3 (July 1994): 154–55. http://dx.doi.org/10.1016/0307-4412(94)90054-x.

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Alimoglu, Mustafa Kemal, Erol Gurpinar, Sumer Mamakli, and Mehmet Aktekin. "Ways of coping as predictors of satisfaction with curriculum and academic success in medical school." Advances in Physiology Education 35, no. 1 (March 2011): 33–38. http://dx.doi.org/10.1152/advan.00100.2010.

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The purpose of the present study was to determine the coping strategies of medical students and to investigate the effects of coping strategies on student satisfaction and academic achievement with different instruction methods. A total of 152 medical students was followed throughout the first 2 yr of medical education between 2008 and 2010. Students completed a sociodemographic questionnaire and revised form of the Ways of Coping questionnaire both at the beginning of the first year and at the end of the second year. These forms provided data about the characteristics and main coping strategies (problem focused or emotion focused) of the students and revealed the change over time. At the end of the second year, participants also completed a satisfaction questionnaire asking their satisfaction with lectures, problem-based learning, and practicals. The authors used block, problem-based learning, and practical exam scores of the students attained in the past 2 yr as academic achievement indicators. No sociodemographic variable was related to coping strategy. The majority of students (80.9%) adopted problem-focused coping. A shift occurred in the main coping strategies of some students in both sides. Problem-focused coping scores decreased over time. Problem-focused coping positively correlated with satisfaction with practicals and practical exam scores, whereas emotion-focused coping showed the same correlation negatively. The main coping strategy also predicted satisfaction and exam success in practicals. In conclusion, a main coping strategy may be helpful to predict student satisfaction and academic achievement with some student-centered instruction methods. Determining undesired coping strategies may provide an opportunity for intervention to prevent relevant dissatisfaction and failure.

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Torres, Lyn. "Research skills in the first-year biology practical - Are they there?" Journal of University Teaching and Learning Practice 15, no. 4 (October 1, 2018): 32–55. http://dx.doi.org/10.53761/1.15.4.3.

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Laboratory practicals engage students in complex thinking to build their scientific knowledge and understanding. Surprisingly few studies connect the development of students’ cognitive and metacognitive skills for learning in the laboratory practical with foundational skills for researching. Librarians strive to establish teaching partnerships with academics to contextualise research skills within curriculum content. However, pedagogical models to make research skills explicit and guide libraryfaculty collaborations are lacking. This study explores the Research Skill Development (RSD) framework (Willison & O'Regan 2006/2018; see the first article in this issue) to extrapolate students’ research skills in a first-year biology practical unit. A qualitative research design was applied to identify research skills in the unit’s laboratory manual and in descriptive observations of students in five laboratory practicals. Results show students engaged in the research skills articulated by the RSD, yet these skills were implied rather than explicitly taught. Implications suggest that fundamental research skills which enable student preparedness for research can be overlooked in practical curricula. Research skills remaining unrecognised impacts learning and teaching, including the contribution librarians could make in this context. Findings demonstrated that the RSD is a useful theoretical construct and a priori framework to make research skills visible to educators.

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Kattimani, Yashoda R., Rita M. Khadkikar, Ravindra S. Inamdar, Mahantayya V. Math, Manjusha Padhye, Swati R. Gawali, and Madhur Rai. "A Safe and Easy Method for Hematology Practicals." MGM Journal of Medical Sciences 6, no. 1 (2019): 48–50. http://dx.doi.org/10.5005/jp-journals-10036-1230.

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Quant, P. "Using Practicals to Teach MCA: a Worked Example." Biochemical Society Transactions 27, no. 1 (February 1, 1999): A21. http://dx.doi.org/10.1042/bst027a021.

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Aun, Toh Kok, and Chia Teck Chee. "Science Practicals in Schools: Are We Assessing Correctly?" Singapore Journal of Education 8, no. 1 (January 1987): 76–79. http://dx.doi.org/10.1080/02188798708547616.

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Desai, Mira. "Changing face of pharmacology practicals for medical undergraduates." Indian Journal of Pharmacology 41, no. 4 (2009): 151. http://dx.doi.org/10.4103/0253-7613.56062.

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Deepak, K. K. "Newly developed practicals for physiology education and research." Indian Journal of Physiology and Pharmacology 64 (January 25, 2021): S32—S34. http://dx.doi.org/10.25259/ijpp_273_2020.

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Grando, Danilla. "Digital wet laboratories: blended learning to improve student learning." Microbiology Australia 31, no. 1 (2010): 20. http://dx.doi.org/10.1071/ma10020.

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To create great learning environments we need to actively engage our learners. Microbiology laboratory work experience for students is a powerful motivator; students returning from placement back to university often buzz with stories and look forward to a future place in industry. Unfortunately, opportunities for working in industry are limited and thus the next best thing is to ensure that university laboratory practicals also actively engage students. Traditional laboratory practical classes can be supported by and better simulate the activities undertaken in the workplace through the blending of computer-aided instruction with wet practical exercises.

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McKiernan, Erin C., and Lucía Medina Gómez. "Building capacity through open approaches: Lessons from developing undergraduate electrophysiology practicals." F1000Research 10 (March 8, 2021): 187. http://dx.doi.org/10.12688/f1000research.51049.1.

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Background: Electrophysiology has a wide range of biomedical research and clinical applications. As such, education in the theoretical basis and hands-on practice of electrophysiological techniques is essential for biomedical students, including at the undergraduate level. However, offering hands-on learning experiences is particularly difficult in environments with limited resources and infrastructure. Methods: In 2017, we began a project to design and incorporate electrophysiology laboratory practicals into our Biomedical Physics undergraduate curriculum at the Universidad Nacional Autónoma de México. We describe some of the challenges we faced, how we maximized resources to overcome some of these challenges, and in particular, how we used open scholarship approaches to build both educational and research capacity. Results: We succeeded in developing a number of experimental and data analysis practicals in electrophysiology, including electrocardiogram, electromyogram, and electrooculogram techniques. The use of open tools, open platforms, and open licenses was key to the success and broader impact of our project. We share examples of our practicals and explain how we use these activities to strengthen interdisciplinary learning, namely the application of concepts in physics to understanding functions of the human body. Conclusions: Open scholarship provides multiple opportunities for universities to build capacity. Our goal is to provide ideas, materials, and strategies for educators working in similar resource-limited environments.

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Carlsson, Hans-Erik, Joakim Hagelin, A. Urban Höglund, and Jann Hau. "Undergraduate and postgraduate students' responses to mandatory courses (FELASA category C) in laboratory animal science." Laboratory Animals 35, no. 2 (April 1, 2001): 188–93. http://dx.doi.org/10.1258/0023677011911462.

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The results from the analysis of the course evaluations from FELASA category C compulsory courses in laboratory animal science at Uppsala University showed that the students realize that theoretical knowledge of the subject and practical skills are of great importance to the success of their future research involving animal experiments. All the subjects and elements of the course, in particular the practicals on animal handling and procedures using live anaesthetized animals, were fully appreciated by the students.

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Shah, Shilpa, and Gerhard Meisenberg. "Opinions about Teaching Modalities: A Comparison between Faculty and Students." Education Research International 2012 (2012): 1–7. http://dx.doi.org/10.1155/2012/604052.

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Little is known about the acceptance of different teaching/learning modalities by students and faculty in the preclinical semesters of medical school. We report the results of an anonymous survey at Ross University School of Medicine, where most of the currently popular instructional methods are used. Study subjects included 327 students and 30 faculty members. 5 questions each were asked about lectures, handouts, textbooks, mediasite (video-recorded lectures), simulation, PBL (problem based learning), TBL (team-based learning), and ICM (introduction to clinical medicine, physical examination) practicals, scored on a 5-step Likert scale. Response rates were approximately 80% for students and more than 50% for faculty. Students gave the highest scores to mediasite followed by simulation, handouts, and ICM practicals. Lowest student scores were for PBL followed by TBL and textbooks. Faculty gave highest scores for lectures, followed by ICM practicals and textbooks. They gave the lowest scores for TBL followed by mediasite and PBL. Differences between students and faculty were statistically significant for lectures (P<.001), mediasite (P=.001), textbooks (P=.002), and PBL (P=.043).

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Hughes, Ian E. "Do computer simulations of laboratory practicals meet learning needs?" Trends in Pharmacological Sciences 22, no. 2 (February 2001): 71–74. http://dx.doi.org/10.1016/s0165-6147(00)01605-9.

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Kim, Ji Suk. "Exploratory Study on Characteristics of the Practicals Arts Subject." Journal of Korean Practical Arts Education 25, no. 1 (February 28, 2019): 1–19. http://dx.doi.org/10.29113/skpaer.2019.25.1.1.

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McDermott, J. "Experience of an interactive program in undergraduate investigative practicals." Journal of Biological Education 19, no. 2 (June 1985): 157–62. http://dx.doi.org/10.1080/00219266.1985.9654714.

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Hummel, Hans G. K., and Rob J. Nadolski. "Cueing for Schema Construction: Designing Problem-Solving Multimedia Practicals." Contemporary Educational Psychology 27, no. 2 (April 2002): 229–49. http://dx.doi.org/10.1006/ceps.2001.1089.

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Hughes, Ian E. "Alternatives to Laboratory Practicals – Do They Meet the Needs?" Innovations in Education and Teaching International 38, no. 1 (January 2001): 3–7. http://dx.doi.org/10.1080/147032901300002800.

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Pattnaik, KP, S. Mohapatra, M. Mohanty, BN Mohapatra, D. Patel, and D. Mukherji. "Clinical orientation of undergraduate pharmacology practicals: An intervention study." Indian Journal of Pharmacology 38, no. 3 (2006): 200. http://dx.doi.org/10.4103/0253-7613.25809.

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Lilley, Ted. "Geophysics student practicals around Canberra, half a century ago." Preview 2021, no. 212 (May 4, 2021): 15–16. http://dx.doi.org/10.1080/14432471.2021.1935755.

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Lisienko, D. G., M. A. Dombrovskya, and E. D. Kubrina. "Training of specialists in spectral analysis in the Institute of Physics and Technology, Ural Federal University (UrFU)." Industrial laboratory. Diagnostics of materials 85, no. 1II) (February 15, 2019): 126–29. http://dx.doi.org/10.26896/1028-6861-2019-85-1-ii-126-129.

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Features of training specialists, bachelors, and masters in the field of atomic emission spectral analysis at the Department of Physical and Chemical Methods of Analysis [Ural Federal University (UrFU)] are considered. When training bachelors, coverage of the specialty course «Methods of atomic spectral analysis» is reduced almost by half compared to the same course for specialist. Length of practicals and research trainings is also significantly reduced. Therefore, students graduated with a bachelor degree can be incorporated into the actual practical activities of the laboratories at the enterprises and research companies only in laboratory positions. Master’s program is deeper in theoretical knowledge and research training and practicals become of particular importance. Thus, only a full cycle of two-level education can be comparable with the previous engineering training of specialists. The structure of the curriculum and features of setting up advanced training courses (additional professional education) for specialists in analytical laboratories focused in particular on a detailed study of the features of recording atomic emission spectra by the MAÉS analyzer using the ATOM program is presented. The experience of advanced training of the personnel of industrial laboratories conducted at the training centers of UrFU is described. This form of additional professional education is recommended for advanced and refresher’s training of the laboratory personnel at large enterprises.

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Jaberzadeh, Shapour, and Farshad Alizadeh Mansouri. "Short-term research projects in cognitive neuroscience for undergraduate students: a contingency plan to maintain quality teaching during COVID-19 pandemic." Advances in Physiology Education 45, no. 2 (June 1, 2021): 376–83. http://dx.doi.org/10.1152/advan.00012.2021.

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The Corona Virus Disease 19 (COVID-19) pandemic has imposed serious restrictions for academic institutions to maintain their research and teaching practical subjects. Universities have implemented adaptive measures to maintain educational activities and achieve the learning objectives for undergraduate and postgraduate students by shifting to online teaching and learning. Although such approaches have enabled delivering the theoretical content of courses during the pandemic, universities have faced serious difficulties in running practicals with actual research experiments and teaching hand-on skills because such activities potentially override the required safety guidelines. Here, we report an adaptive measure, implemented at Monash University, to run home-based studies in cognitive neuroscience and achieve learning objectives, which are normally delivered in face-to-face practicals. We introduce two specifically designed short-term research projects and describe how different aspects of these projects, such as tutorials, experiments, and assessments, were modified to meet the required social distancing. The results of cognitive tests were closely comparable between the laboratory-based and home-based experiments indicating that students followed the guidelines and the required procedures for a reliable data collection. Our assessments of students’ performance and feedback indicate that the majority of our educational goals were achieved, while all safety guidelines and distancing requirements were also met.

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Kiyashko, Leonid, Gulnara Manyakova, Evelina Riyanova, Tatyana Bredneva, and Aleksey Elizarev. "Some specifics of conducting health and safety hands-on training in the higher school as part of the teaching practice of a graduate student." Bulletin of scientific research results, no. 1-2 (July 17, 2017): 32–38. http://dx.doi.org/10.20295/2223-9987-2017-1-2-32-38.

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Objective: studying some specifics of providing training in preparing a person for choosing the right solution in the face of most probable emergencies against the background of growing manmade activities of modern society, more frequent destructive natural calamities, political, interracial and military conflicts for the purpose of ensuring human health and safety. In the higher school, such training is conducted in studying a compulsory general professional subject called “Health and safety training course” that takes its rightful place in a set of subjects where life and health are of the first priority on the human values scale and is compulsory for all educational institutions irrespective of their specialization profile. Methods: The subjects of the theoretical part of the course may be of a general nature and be prepared by a lecturer based on a tentative syllabus of the course. At the same time, practical training and laboratory practicals in the course may be conducted as part of the teaching practice of 280401 “Technosphere safety” graduate students that have as a rule had higher education as a bachelor’s degree in the major during their senior years. Results: An extensive list of university majors requires a reasonable approach to choosing subjects for practical training and laboratory practicals in the “Health and safety training course”. It has a special significance in deciding on students’ research papers. Practical importance: A wide variety of subjects in the above training is a singularly burning issue in conducting hands-on training sessions for engineering students and also humanities or economics students in the higher education system (a bachelor’s degree, specialist degree).

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Stefanyshyn, K. L. "A PRACTICAL AS THE MAIN FORM OF THE EDUCATIONAL PROCESS ON THE DISCIPLINE “UKRAINIAN AS A FOREIGN LANGUAGE” AT THE HIGHER SCHOOL." Медична освіта, no. 1 (April 2, 2020): 82–86. http://dx.doi.org/10.11603/me.2414-5998.2020.1.10999.

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A practical is the main form of students' educational activity at the higher educational institutions on the discipline “Ukrainian as a Foreign Language”. Practicals at the higher educational establishment provide students with the detailed consideration of certain theoretical basics of the discipline. They also suggest the formation of skills and abilities, their practical application by the individual, fulfillment of the student's formulated tasks and solving situational problems. Based on the topic “Appearance Description”, the article presents the structure and meaningful content of a practical lesson in Ukrainian as a foreign language. The course of study is structured according to the requirements for practicals at the higher school and adapted to the communicative needs of foreign students studying in Ukraine. The structure of the lesson consists of five stages: organizational part, mastering vocabulary on the topic, performing training exercises, working with the text, current control. The content of a course corresponds to the program of the discipline “Ukrainian as a Foreign Language”, the task is built with regard to the program requirements and is subordinated to the objective of the discipline i.e. to provide basic communicative needs of foreign students in the everyday life, educational and professional spheres. The developed system of exercises is intended to form and improve different types of speech activity (listening, speaking, reading and writing). Knowledge of vocabulary for describing a person’s appearance, ability to build monologues, initiate and conduct a dialogue on the topic, skills to reconcile adjectives, personal and possessive pronouns with nouns in the genus, numbers and case allow to ensure the implementation of communicative needs in communicative needs and needs household, socio-cultural, official-business, educational-professional.

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Morton, J. A. S., and H. Bridle. "Student-led microfluidics lab practicals: Improving engagement and learning outcomes." Biomicrofluidics 10, no. 3 (May 2016): 034117. http://dx.doi.org/10.1063/1.4953448.

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Kirschner, Paul, Marthie Meester, Evert Middelbeek, and Henry Hermans. "Learning objectives for science practicals at traditional and distance universities." Distance Education 14, no. 2 (January 1993): 260–82. http://dx.doi.org/10.1080/0158791930140207.

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Ortega-Rivas, Antonio, José L. Saorín, Jorge de la Torre, and Hany Elsheikha. "Touch-pad mobile devices for blended learning in immunology practicals." Medical Education 47, no. 5 (April 10, 2013): 518–19. http://dx.doi.org/10.1111/medu.12177.

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Whitworth, David E., and Kate Wright. "Online assessment of learning and engagement in university laboratory practicals." British Journal of Educational Technology 46, no. 6 (August 13, 2014): 1201–13. http://dx.doi.org/10.1111/bjet.12193.

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David, B., J. Slazak, R. Legai, and N. Burais. "Remote field eddy current testing: basic research and practicals improvement." NDT International 23, no. 6 (December 1990): 364. http://dx.doi.org/10.1016/0308-9126(90)90946-l.

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Kattimani, Yashoda Ravindra, Mahantayya Veerabhadrayya Math, and Rita Manoj Khadkikar. "Physiology Practicals by Health Science Students in COVID-19 Pandemic." International Journal of Clinical and Experimental Physiology 8, no. 2 (July 30, 2021): 104–5. http://dx.doi.org/10.5530/ijcep.2021.8.2.23.

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Mahmud, Tayyaba, Uzma Akhtar, Natasha Nadeem, and Bakhtawar . "Socrative.Com; An Innovative Tool to Enhance Performance of Undergraduate Students in Histology Practicals." Pakistan Journal of Medical and Health Sciences 15, no. 7 (July 26, 2021): 1527–30. http://dx.doi.org/10.53350/pjmhs211571527.

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Background: Undergraduate medical students require a strong foundation in histology which is an important part of curriculum in basic sciences years. Histology is considered to be a difficult subject by the students. Aim: To facilitate student learning, Socrative was introduced into histology practicals. Methods: This was a comparative cross-sectional study conducted among second year MBBS students (n=146) in histology. Socrative based activity, Space race, was introduced into histology practicals for the entire duration of module-III (10 weeks). This activity was done by the students in addition to demonstration and slide viewing under microscope. Performance of the students was assessed in histology Objective Structured Practical Examination (OSPE) and viva during module examinations. Score sheets of module-I were compared to those of module-III to assess the impact of using Socrative on academic performance. The study was approved by institutional Ethical Review Committee. Results: The results were analyzed using Wilcoxon Signed Rank test which showed statistically significant improvement in the performance of students (P value= 0.0001) in module-III. Moreover, 81.5% students showed improvement in academic performance after using Socrative. Conclusion: These results show that use of Socrative assessment method as part of teaching method, improved academic performance of undergraduate medical students in histology. Keywords: Socrative, histology, formative assessment, academic performance (MeSH words required)

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Smith, Nathaniel E., Ryan Collins, and Jordan Hall. "Surgical Pathology “Boot Camp”: A Military Experience." Archives of Pathology & Laboratory Medicine 143, no. 9 (March 27, 2019): 1144–48. http://dx.doi.org/10.5858/arpa.2018-0318-ep.

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Context.— A common concern in pathology residency training is the variability with which incoming trainees have attained basic pathology competencies during undergraduate medical education. While multifactorial deficiencies are likely due to recent de-emphasis of dedicated pathology courses during preclinical training, accelerating the transition from medical student to pathology resident is critical—particularly in military practice where a greater degree of autonomy is required of recent graduates. Objective.— To describe the implementation and results of a 4-week surgical pathology “boot camp” in the largest military pathology residency program in the United States. Design.— Interns were administered an assessment on basic pathology knowledge, slide practicals, and a skills self-assessment. All specimens were grossed by interns with constant direct supervision. A daily microscopic didactic session was given by an upper level resident and a daily gross conference was led by the interns. Subsequent academic performance was evaluated via monthly slide practicals and diagnostic agreement with faculty. Results.— Following boot camp, average scores on the knowledge assessment increased from 36.0% ± 16.2% (standard deviation [SD]) to 80.0% ± 12.6% (SD) (P < .001). Slide practical scores showed an increase from 32% ± 12.0% (SD) to 74.0% ± 16.2% (SD) (P < .001). Skills self-assessment showed a global increase across all measures. Throughout the following academic year, postgraduate year 1 (PGY1) residents performed at the same level of current PGY2 residents, based on surgical pathology faculty diagnostic agreement and slide practical performance. Conclusions.— An intense 4-week surgical pathology rotation specifically tailored to incoming interns was successful in transitioning medical students to pathology residents within a relatively short time.

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Hughes, Diane L., Laura Y. Whitburn, Meg Colasante, Aaron C. McDonald, and Heath McGowan. "Developing anatomy demonstrations of the future: The role of team-teaching." Journal of University Teaching and Learning Practice 17, no. 5 (December 1, 2020): 148–64. http://dx.doi.org/10.53761/1.17.5.10.

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Recent decades have seen cadaveric anatomy teaching decline and shift from traditionally team-taught practicals in large dissection laboratories to sole-taught classes in smaller laboratories. Such changes may alter teaching quality due to loss of peer teacher interactions in class. The current study aimed to compare experiences of team-taught versus sole-taught practicals in the same course across two campuses. This paper presents on the staff experiences. The study utilised educational design research methodology for an iterative approach to solving the problem of optimising cadaveric-based teaching. Classes at the metropolitan campus were team-taught (lead demonstrator, clinical demonstrator and near-peer demonstrator, n=18) and sole-taught at the regional, smaller campus (lead demonstrator only, n=5). Demonstrators completed an anonymous online survey that explored their teaching experiences and thematic analysis of survey data was conducted. Benefits of team-teaching were captured under the themes learn-observe-support, more time with students and catering for student differences. While most team-teaching staff reported no challenges, some noted the need for time to establish effective team dynamics. Sole-teaching staff reported the benefit of consistency in teaching but challenges in providing adequate support to all students. While sole-teaching facilitates consistency in teaching, team-teaching enables staff to develop teaching expertise and anatomical knowledge from interactions with a range of demonstrators during practicals. Team-teaching facilitates knowledge transfer between staff, and this holds important workforce implications for developing anatomy teachers of the future.

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Croker, Karen, Holger Andersson, David Lush, Rob Prince, and Stephen Gomez. "Enhancing the student experience of laboratory practicals through digital video guides." Bioscience Education 16, no. 1 (December 2010): 1–13. http://dx.doi.org/10.3108/beej.16.2.

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JERVIS, LES, and PAUL MORRIS. "Problem-based Biochemistry Practicals for Students of Environmental and Marine Biology." Biochemical Society Transactions 24, no. 3 (August 1, 1996): 403S. http://dx.doi.org/10.1042/bst024403s.

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Journal articles on the topic 'Practicals'

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