Exploring pedagogical strategies for piano sight-reading

In a piano sight-reading (SR) experiment, 27 undergraduate students had their SR measured. It tested the hypothesis that transposition (control group) would be a pedagogical intervention better than rhythmic training and the use of four-handed repertoire (two experimental groups). The individual errors were collected from three tests in three difficulty levels (27 students x 3 tests x 3 levels), generating a total of 243 observations. Although students improved their performance by 30%, none of the pedagogical interventions had any significant effect (p=0.96). The results were: a) practicing reading in the bass clef, the rhythmic aspects more than the melodic ones, and the left hand more than the right one, brings more benefits to the piano SR performance; b) isolated SR strategies has little effect on students development; c) using a hybrid curriculum matrix with three or more significant predictors seems to be the most appropriate way to develop a SR competency.

The Teaching Design and Application of Online - Offline Hybrid Curriculum under the Influence of the Novel Coronavirus Pneumonia Epidemic

This paper analyzes the differences between online and offline courses in teaching organization, course content and practice, as well as the differences between hybrid teaching and hybrid courses in concept and emphasis. This paper puts forward the basic principles and requirements of hybrid courses teaching design, and discusses the key points and application scenarios of hybrid courses teaching design from three aspects: teaching objectives, teaching elements and teaching activities. And the key issues that need to be figured out are explained.

Medical students’ perceptions of their educational environment in an integrated curriculum in Saudi Arabia

Objective: Measure medical students’ perceptions of their educational environment (EE) and determine the potential differences in those perceptions in regard to gender and academic year of study. Methods: A cross-sectional survey was conducted with medical students enrolled at private College of Medicine in Dar Al Uloom University (DAU), Saudi Arabia during 2018-2019. The Dundee Ready Educational Environment Measure (DREEM) English version was completed by 191 of the 262 (73% response rate) students. Total, domain, and item DREEM scores were analysed using descriptive statistics, the t-test, and ANOVA. The ethical approval for the study and participants’ consent were taken. Results: Participants’ total mean DREEM score (122.49/200) was higher than that of most medical schools in Saudi Arabia. There were gender-related differences for DREEM domains. Perceptions of the EE trended higher for male students and advanced-level students. Conclusion: This study was needed in order to determine the current EE among medical students at a new private sector college with an integrated system-oriented hybrid curriculum. The overall study results illustrate a healthy EE. Areas for improvement are also noted. Keywords: Educational environment; Medical Student; Integrated curriculum; Dundee Ready Educational Environment Measure (DREEM)

BASIC MEDICAL SCIENCES AND PROBLEM-BASED LEARNING: PITFALLS AND POSSIBLE IMPROVEMENT FROM THE PERSPECTIVE OF TEACHERS AND STUDENTS

Background: Basic medical sciences are essential foundation for the constructive learning of clinical sciences. Faculty of Medicine, Universitas Syiah Kuala is currently implementing Problem-based learning (PBL) for basic medical sciences. Studies have been conducted in many places with inconsistently different results that it is impossible to draw theoretical and practical conclusions regarding the implementation of PBL for basic medical sciences. This study aimed to evaluate the implementation of PBL for basic medical sciences at Faculty of Medicine, Universitas Syiah Kuala from the perspectives of pre-clinical teachers, clinical teachers and medical students.Methods: This is a qualitative study with a phenomenological approach. Respondents were pre-clinical teachers, clinical teachers and medical students. Data collection were carried out by using focused-group discussion (FGD). Data analysis was carried out qualitatively by using thematic analysis.Results: This study identified three themes: (1) integrated thematic blocks are not adequate for the learning of basic medical sciences, (2) inadequacy of basic medical sciences practice activities, and (3) possible improvements through curriculum revision.Conclusion: The implementation of PBL in the form of integrated blocks for basic medical sciences is not adequately constructive to prepare students to learn clinical sciences. Hybrid curriculum which incorporates conventional methods for basic medical sciences and PBL for clinical sciences is recommended to improve students’ constructive learning. Further studies on hybrid curriculum is needed to evaluate its effect of basic medical sciences. Keywords: Basic medical sciences, Problem-based learning (PBL), practical session, hybrid curriculum, constructive learning, self-directed learning.

“That’s just impossible in my kindergarten.” Advocating for ‘glocal' early childhood curriculum frameworks

As a result of globalization, kindergarten curriculum frameworks in Asia have been strongly influenced by Western theories, pedagogies, and values. In this article, we argue that Singapore’s Nurturing Early Learners and Hong Kong’s Kindergarten Education Curriculum Guide present key notions that are inconsistent with cultural values that are deeply rooted in these two societies. To overcome the challenges these inconsistencies trigger for teachers, principals, teacher educators, and parents, we advocate for the design of 'glocal' (global/local, explicitly hybrid) curriculum frameworks, based on principles that are culturally appropriate and socially situated. Drawing on recent research studies, we analyze current curriculum/practice gaps in relation to the notions of Child-Centeredness, Quality Interactions, Creativity and Self-Expression, and Play. In seeking the global/local balance that is needed in Singapore and Hong Kong, four alternative glocal notions are proposed: Child-Appropriateness, Pedagogical Quality, Arts Engagement, and Child-Led Activities. We conclude there is an urgent need for generating a solid corpus of local research in both jurisdictions, which should guide subsequent curriculum reforms and teacher preparation models. Our final aim is to contribute to early childhood education policy discussions in Asia, against the background of internationalization.

Students’ perceptions towards self-directed learning in Ethiopian medical schools with new innovative curriculum: a mixed-method study

Background Self-directed learning (SDL) is an appropriate and preferred learning process to prepare students for lifelong learning in their professions and make them stay up-to-date. The purpose of this study was to explore preclinical students following a hybrid curriculum in Ethiopia experiences to SDL and the support of several learning activities from the curriculum on their SDL. A mixed-method research design was employed. Methods Quantitative data were collected by using a self-administered questionnaire of 80 items measuring students’ perceptions on their SDL capability as well as to explore students’ views about the influence of components of the curriculum on their SDL. Additional two focus group discussions, each containing eight participants from year-1 and year− 2 students, were conducted. The quantitative data were analyzed using SPSS. The focus group discussions were reviewed, coded, and then thematically analyzed. Results Our study showed a significant increase in SDL score on comparing students at year-1 with students at year-2 (p = 0.002). Both year-1 and 2 students rated PBL tutorial discussion and tutors had high influence on their individual learning; whereas, other curricular components such as lectures and testes had low influence on their SDL ability. PBL tutorial discussion and module objectives showed strong correlation with students’ SDL scores, r = 0.718 & r = 0.648 (p < 0.01), respectively. Besides, PBL tutorial discussion was found strongly correlated with tutors (r = 0.599 (p < 0.01)) and module objectives (r = 0.574 (p < 0.01)). Assessment was highly correlated with lectures (r = 0.595 (p < 0.01)). Findings from qualitative data showed that certain curricular components played role in promoting students’ SDL. Tutorials analyzing problems played a major role on students’ self-directed learning abilities. Conclusions Although the study implied that components of the hybrid curriculum, mainly PBL, could encourage preclinical students’ self-directed learning, the curriculum is still not free from teacher-centred culture as the majority of teachers still have high power in deciding the learning process. A further longitudinal study is needed to verify the actual level and ability of medical students’ SDL.

Students’ perception of animal or virtual laboratory in physiology practical classes in PBL medical hybrid curriculum

Over the years, much criticism against animal use for physiology teaching has been made. Hence, replacement by suitable alternatives has increased in several pedagogical approaches. This study examined students’ perceptions of animal versus virtual (video/computer) laboratory classes in physiological sciences associated with the effectiveness of the problem-based learning (PBL) hybrid curriculum. Three cohorts of medical students from the University of Ribeirão Preto, who participated in animal or virtual physiology classes or both, were asked to fill out a 5-point Likert questionnaire about knowledge acquisition/motivation, importance to PBL learning goals, skills acquired, need for animal use, academic formation, learning impairment, and alternative methods. We also assessed their grades in the final exam. A total of 350 students were included, in which 108 participated only in virtual classes, 120 only in practical animal laboratory classes, and 122 in both approaches. The majority agreed that the two methods improved their knowledge acquisition/motivation and helped to reinforce tutorial goals and to acquire skills. However, the cohort who experienced both approaches favored animal laboratory. Students believe animal use is needed and did not impair their learning. Conversely, their opinion about academic formation without animal laboratory classes was divided, as was whether this approach inspired them to seek alternative methods. Despite the different perceptions, there was no difference among the groups’ final grades (7.3 ± 1 vs. 7.2 ± 1 vs. 7.2 ± 2 for virtual or practical animal laboratory classes or both, respectively). Therefore, virtual activities are not as effective as animal use in the opinions of the students, but they are successful strategies in physiology learning that can be used in practical classes in a hybrid PBL curriculum.