E-ISSN 2277-338X | ISSN 2320-4664
 

Original Research 


How to adjust the strategy of radiopathologic teaching to achieve the learning outcomes?

Ihab Shafek Atta, Fahd Nasser AlQahtani.

Abstract
Background: The integrated‑based education must pay attention to the beneficiaries, in whom our learning outcomes would be achieved. For establishing any curriculum for integrated‑based medical schools, one must be aware with the psychological aspect of concerns, of these, learning style of the students must be considered on selection of the teaching strategy and tools to be compatible with the students’ understanding.

Objectives: The main objectives of the present study were to construct an episodic evaluation of our radiopathology curriculum. To attain that, we found the primary step is to be acquainted with how the students perceive both radiology and pathology lectures. Thus, the recognition of the students learning style was the initial and primary pace in the extended chain of challenges and changes that have been done in the radiopathology curriculum. The students learning style acts as a core for the adjustment of both radiology and pathology teaching. In harmony with the results obtained, adjustment of some teaching strategies and tools have been done in a sequential manner by the adjustment of the lecture to be matched the students’ learning style.

Materials and Methods: This study was conducted in the two following years on two consecutive undergraduates by Faculty of Medicine, Albaha University (FMBU), where two classes have been selected for this study. Each class includes 60 students. The learning style was evaluated through responding to the well -structured questionnaire designed by Medical education unit of FMBU. This instrument breaks up the students into figures attached, audiovisual, and observable or perceptible learner. Consistent with the results obtained, adjustment of the pathology and radiology lectures have been done. For this purpose, eight modules were selected for the study and control group, i.e. four for each. The changes in the lecture were made in the modules of the study group only.

Results: The majority of the students subjected to this study have figure attached learning style, so adjustment of the lecture was done to become more interactive and to match the students’ learning style. The study revealed significant differences between the degree of pathology in both the study and control group with P = 0.019, also a significant difference was obtained between the degrees of radiology in both groups with P = 0.004. No significant differences were found between the degree of pathology and radiology either in the study or in control group.

Conclusion: Recognition of learning style is particularly imperative for curricular development and its periodic evaluation. Not all ways of the interactive lecture are suitable for the students, but those elaborated from student learning style is the most active that make our lecture more attractive and more impressive, and hence, improvement of the student performance have happened which reflects on achieving intended learning outcomes.

Key words: Learning Style; Interactive Lecture; Student Performance


 
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Pubmed Style

Atta IS, AlQahtani FN. How to adjust the strategy of radiopathologic teaching to achieve the learning outcomes?. Int J Med Sci Public Health. 2018; 7(2): 86-91. doi:10.5455/ijmsph.2018.1130015122017


Web Style

Atta IS, AlQahtani FN. How to adjust the strategy of radiopathologic teaching to achieve the learning outcomes?. http://www.ijmsph.com/?mno=282822 [Access: June 20, 2018]. doi:10.5455/ijmsph.2018.1130015122017


AMA (American Medical Association) Style

Atta IS, AlQahtani FN. How to adjust the strategy of radiopathologic teaching to achieve the learning outcomes?. Int J Med Sci Public Health. 2018; 7(2): 86-91. doi:10.5455/ijmsph.2018.1130015122017



Vancouver/ICMJE Style

Atta IS, AlQahtani FN. How to adjust the strategy of radiopathologic teaching to achieve the learning outcomes?. Int J Med Sci Public Health. (2018), [cited June 20, 2018]; 7(2): 86-91. doi:10.5455/ijmsph.2018.1130015122017



Harvard Style

Atta, I. S. & AlQahtani, F. N. (2018) How to adjust the strategy of radiopathologic teaching to achieve the learning outcomes?. Int J Med Sci Public Health, 7 (2), 86-91. doi:10.5455/ijmsph.2018.1130015122017



Turabian Style

Atta, Ihab Shafek, and Fahd Nasser AlQahtani. 2018. How to adjust the strategy of radiopathologic teaching to achieve the learning outcomes?. International Journal of Medical Science and Public Health, 7 (2), 86-91. doi:10.5455/ijmsph.2018.1130015122017



Chicago Style

Atta, Ihab Shafek, and Fahd Nasser AlQahtani. "How to adjust the strategy of radiopathologic teaching to achieve the learning outcomes?." International Journal of Medical Science and Public Health 7 (2018), 86-91. doi:10.5455/ijmsph.2018.1130015122017



MLA (The Modern Language Association) Style

Atta, Ihab Shafek, and Fahd Nasser AlQahtani. "How to adjust the strategy of radiopathologic teaching to achieve the learning outcomes?." International Journal of Medical Science and Public Health 7.2 (2018), 86-91. Print. doi:10.5455/ijmsph.2018.1130015122017



APA (American Psychological Association) Style

Atta, I. S. & AlQahtani, F. N. (2018) How to adjust the strategy of radiopathologic teaching to achieve the learning outcomes?. International Journal of Medical Science and Public Health, 7 (2), 86-91. doi:10.5455/ijmsph.2018.1130015122017





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