Республиканская научно
-
практическая конференция
с международным участием
«Современные аспекты развития фундаментальных
наук и вопросы их преподавания»
16
APPLYING STUDENT-CENTERED EDUCATIONAL METHODS AT
TASHKENT PEDIATRIC MEDICAL INSTITUTE
S. Khabibullaev
Associate Professor, Tashkent Pediatric Medical Institute
sanjarbekxabibullayev@gmail.com
M.K. Nishantaev
Tashkent Pediatric Medical Institute
H. Lee
PhD, Yonsei University College of Medicine
HJLEE0701@yuhs.ac
Abstract.
Improving the quality of education depends on both the teacher and
the students, and both sides are equally important. Increasing the student
’
s active
participation in the learning process is one of the most important tasks, for which it
is necessary to create all conditions. From this point of view, the main goal is to
improve students
’
self-learning skills using modern teaching methods such as FL,
TBL, and PBL, deviating from the traditional method in medical education.
Self-learning study will be related to each practical training. And, the content of
individual learning will be part of practical training topics. As a result of the using
student-centered method, the students
’
self-learning skills are formed by effectively
using the hours of independent study, and their active participation increases during
the lesson.
Purpose of the research
The main goal is to design an instructional model for self-directed learning
based on flipped team-based learning methods.
We need to define step-by-step project goals to achieve this goal. Firstly, we
should explain the dialectic educational method, its components, and its
importance to students and all project members. Secondly, we need to define the
goal of independent education and apply ways to fully and effectively use its
hours. For using FL we should develop pre-class video lectures and assessment
questions for individuals and teams. The next step is developing team problems
in class to solve and grading rubrics for presentation. We should download
instructions to students on how to use FL materials, a curriculum of the subject,
links to video lectures which are downloaded to the YouTube channel, textbooks,
PowerPoint files of lectures, and tests of FL to our platform. Each teacher has their
login to enter the platform, and at the same time, students also have their login.
Teachers should download all material of FC to the platform. Students should use
these materials in pre-class activities. We can control solving tests by students,
but we cannot control watching video lectures by students. It is not like this
Республиканская научно
-
практическая конференция
с международным участием
«Современные аспекты развития фундаментальных
наук и вопросы их преподавания»
17
function of our platform. Lastly, we need to find deficiencies and mistakes during
the use of the FL method and eliminate all of them.
Introduction
Lectures, practical training, and laboratory hours are mainly conducted
using the traditional method. In the course of the lecture, the teacher is active the
students are passive, and knowledge is transferred from one person to another.
Modern methods such as TBL and PBL are used in practical training and
laboratory work, but not in full form. In the process of practical training, students
are mainly assessed individually. Single-answer, multiple-answer, sequence
finding, and matching tests are used in this process. However, each student is
given a separate test and they do not solve the same tests as a team. The use of
TBL also has its disadvantages. 4-6 cases were developed for each topic. During
the lesson, students are divided into groups, cases are also distributed equally
among these groups. Each group works on a case study separately. The downside
of this is that students do not receive feedback from other group members on the
solutions to case problems. As a result, critical thinking and teamwork skills
among health professionals are not fully formed in medical students. Now, we
count other mistakes we are making while using FL in the practical training of
medical biochemistry. Students are not divided into groups based on their main
characteristics. Each team does not have a maximal diversity in the knowledge
and experience of the members. During the TBL does not use an immediate
feedback assessment technique (IF-AT). There are no group evaluations in
practical training. Students do not actively engage with one another and material
in solving problems using TBL. Reflection in action will occur but reflection on
action will not in using TBL.
At the time, there was a huge problem with independent hours. Although the
independent education of students in the Tashkent Pediatric Medical Institute
curriculum makes up 50 % of the total education, this indicator does not justify itself.
Why don
’
t Tashkent Pediatric Medical Institute students take advantage of
independent hours? First, the level of students
’
knowledge is evaluated in
practical training, and its importance is very low. Because the level of
appropriation of the given credits depends only on the final exam result. For this
reason, during the practical training, students do not pay attention to the lesson
and do not answer or cannot answer the questions asked by the teacher. Second,
independent education level assessments are not included in the overall
assessment. Thus, students do not fully use independent hours. Generally, the
independent education of students is not properly established, the necessary
conditions are not created completely.
Therefore, the curriculum of Tashkent Pediatric Medical Institute should be
reviewed, modern changes should be made. We should create a new model for
integrating practical training hours and independent hours to provide structure
for students to effectively utilize hours of practical training and independent
Республиканская научно
-
практическая конференция
с международным участием
«Современные аспекты развития фундаментальных
наук и вопросы их преподавания»
18
study. These activities help students to develop self-management competence in
the field of medical education.
Materials and methods
Utilizing student-centered instructional methods is required in teaching
medical subjects at Tashkent Pediatric Medical Institute including flipped
learning (FL), team-based learning (TBL), and problem-based learning (PBL).
Based on student-centered instructional methods this project can provide
students with more efficient, effective, and sustainable learning environments
where students can learn key concepts via a short video lecture at home, and
assess their understanding through a self-assessment test. In addition, they can
discuss difficulties found in a team and prepare in-class activities such as case
discussion and problem-solving based on team collaboration. Thus, it is critical to
establish modern teaching methods effective for medical students to utilize
independent study hours and practical training based on student-centered
instructional methods.
Currently, the syllabus of our subjects includes the objectives of the module,
lecture, practical training, and laboratory work. In addition, the syllabus includes
professional competencies, educational technology and methods, and
requirements for obtaining credit. First of all, it is necessary to identify the
mistakes and shortcomings of the existing syllabus to implement this project.
After that, it is necessary to fill the syllabus with the content corresponding to the
requirements of the Unit system. Assessment methods should be included in the
syllabus. In many subjects, students are assessed mainly orally, partly through
tests and cases. Cases should be used more to improve students
’
critical thinking
skills. Students should be given the same tests before and after the lecture.
This increases students
’
attention to the lecture. In addition, students should be
fully informed about the updated syllabus, FL, TBL, PBL, and assessment methods.
In particular, the Unit system and its purpose, tasks, and execution procedures
should be fully taught.
One of the main tasks of the project is to evaluate students
’
use of FL and its
effectiveness. Because efficiency determines the plans of the project. We need to
implement the project inspection process every two months to evaluate the
efficiency, interim evaluation at the end of each semester, and outcome evaluation
twice a year. For doing milestone evaluation we should create tests and cases
related to one chapter. These tests and cases should be created based on pre-class
information. For mid-term evaluation, an exam should be conducted after each
semester, using tests and cases used in each unit. We can call that tests and cases
in each unit are pre-class exams, and mid-term assessments are post-class exams.
Students should not know that identical tests and cases are used in each unit and
midterm exam. In an experiment by Xiao et al., the same method was used for
interim evaluation and it was successful [3]. The same method can be used for
module/outcome evaluation. In addition, the overall results of the module can be
evaluated by comparing them with the results of the previously used traditional
Республиканская научно
-
практическая конференция
с международным участием
«Современные аспекты развития фундаментальных
наук и вопросы их преподавания»
19
method or with the results of medical institutes that use other traditional
methods [1, 2].
For the implementation of the module, we use the online platform of
Tashkent Pediatric Medical Institute which is called
mt.tashpmi.uz
. Through this
platform, students who need to learn this subject are allowed to access and use
the module.
Evaluation of the effectiveness of the Unit system is carried out through the
level of students
’
mastery and conclusions obtained from students on FC.
In addition, we should take feedback from students. We do not want to apply FC
on one or two groups to compare with groups that are using FC. The final exam
results of these groups are evaluated and compared to each other. The results of
the feedback and comparison will show us the effectiveness of the Unit system.
We have more modern methods in medical education. Team-based
learning, case-based learning, evidence-based medicine, problem-based learning,
simulation-based learning, peer-assisted learning, observational learning,
e-learning, and flipped classrooms are used in several high medical institutions
[4]. In this project, we will use more efficient and useful methods like flipped
classrooms, TBL, and PBL. Using these methods helps us to improve our utilization
of independent hours. These methods are convenient for our online platform.
For creating FL, we should record video lectures for difficult parts of the
topic or part which is not included practical training plan. These video lectures
will be in Uzbek, Russian, and English language. After that, we should create tests
for I-RAT and G-RAT in three languages which are related to the content of video
lectures. For the PBL method, we will need cases according to the topic which help
us to increase making differential diagnoses.
When using FC, we must fully comply with the requirements given in the
literature [5, 6]. In the project which is given in the literature, 80% foundational
material of the topic and 20% complex concepts are included in pre-class activity.
In class activity, the instructor assesses foundational learning with clicker
questions and pair&share. Then, the instructor gives a micro-lecture that includes
a complex concept of content. After that, students present a summary and
interpretation of the assigned readings and answer other students’ questions
about material related to that class’s topic. At the end of each class, the i
nstructor
administered a multiple-
choice quiz on paper which covered only the class’s
material and cases. Students can work in pairs and openly discuss the questions
and cases [5, 6].
The main purpose of the using flipped classroom method it helps us shift
from knowledge to competencies. When using FC students can construct personal
knowledge, engage in cognitive and physical activities of learning, set and meet
personal goals, and monitor progress in their knowledge [7]. We should use the
TBL method and it requires students to actively engage with one another during
the lesson. TBL method plays the main role in the development of critical thinking
Республиканская научно
-
практическая конференция
с международным участием
«Современные аспекты развития фундаментальных
наук и вопросы их преподавания»
20
and teamwork skills of students
6
. Why are we using the PBL method? In PBL, a
situational problem given to the student forces him to acquire the necessary
knowledge to solve the problem [8]. Using PBL helps us to improve how to
approach clinical problems, communicate with patients, identify complaints to
make a diagnosis, and find useful treatment methods [9].
Study results.
The result of this method will be increasing the effectiveness
of independent education by implementing a student-directed self-learning
program for medical subjects. In addition, this module can help students retain
information and improve cognitive skills. On the other hand, students use their
independent hours to encourage knowledge and competencies.
References:
1. Florek AG, Dellavalle RP. Case reports in medical education: A platform
for training medical students, residents, and fellows in scientific writing and
critical thinking. J Med Case Rep. 2016;10(1). doi:10.1186/s13256-016-0851-5
2. Al-Rukban MO. Practical Tips: Guidelines for Construction of MCQs 125
Practical Tips GUIDELINES FOR THE CONSTRUCTION OF MULTIPLE-CHOICE
QUESTIONS TESTS.
3. Xiao N, Thor D, Zheng M. Student Preferences Impact Outcome of Flipped
Classroom in Dental Education: Students Favoring Flipped Classroom Benefited
More. Educ Sci (Basel). 2021;11(4). doi:10.3390/educsci11040150
4. Challa KT, Sayed A, Acharya Y. Modern techniques of teaching and
learning in medical education: a descriptive literature review. MedEdPublish.
2021;10(1). doi:10.15694/mep.2021.000018.1
5. McLaughlin JE, Roth MT, Glatt DM, et al. The flipped classroom: A course
redesign to foster learning and engagement in a health professions school. Academic
Medicine. 2014;89(2):236-243. doi:10.1097/ACM.0000000000000086
6. Hrynchak P, Batty H. The educational theory basis of team-based learning.
Med Teach. 2012;34(10):796-801. doi:10.3109/0142159X.2012.687120
7. Thamraksa C. Student-Centered Learning: Demystifying the Myth.
8.
Kibret S, Teshome D, Fenta E, et al. Medical and health science students’
perception towards a problem-based learning method: A case of debre tabor
university. Adv Med Educ Pract. 2021;12:781-786. doi:10.2147/AMEP.S316905
9.
Trullàs JC, Blay C, Sarri E, Pujol R. Effectiveness of problem
-based
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BMC Med Educ. 2022;22(1). doi:10.1186/s12909-022-03154-8
