Catálogo de publicaciones - revistas

<jats:title>Abstract</jats:title><jats:p>The present study was to teach metabolic syndrome (MetS) disease through a scenario developed according to the problem‐based learning (PBL) approach in the biochemistry class. The study was designed as a single group pre‐test and post‐test research. The study group consisted of first‐year students (<jats:italic>N</jats:italic> = 183) from the nursing department within the health sciences faculty of a state university in Turkey. The study findings indicated that PBL increased students' understanding and learning performances about MetS. It may be suggested that those learned by the scenario developed according to the PBL are effective in learning about the MetS.</jats:p>

<jats:title>Abstract</jats:title><jats:sec><jats:title>Background</jats:title><jats:p>Traditional teaching methods of biochemistry provide effective tools for knowledge transmission, but are considered less engaging with students. Smartphone applications may provide suitable alternatives to compensate for the shortcomings of traditional teaching methods.</jats:p></jats:sec><jats:sec><jats:title>Purpose</jats:title><jats:p>This study aimed to assess the effectiveness of smartphone applications as a complementary method for learning biochemistry.</jats:p></jats:sec><jats:sec><jats:title>Methodology</jats:title><jats:p>A total of 32 students, from the College of Applied Medical Sciences, University of Bisha, Saudi Arabia, were recruited. Students used available mobile applications, and their performance was monitored through assignments, presentations, practical evaluations, and pre‐ and post‐tests. A self‐administered structured questionnaire was used to survey the students' perceptions. It was validated by students enrolled at the College of Applied Medical Science, interns, and medical educators. It was checked for item appropriateness and comprehensiveness using face and content validity.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>Around 75% of the students found the mobile applications useful in learning biochemistry, 50% believed that they were easy to use and 100% believed that the breadth of the knowledge presented by these applications was comprehensive. The pedagogical effect of the use of mobile applications in learning biochemistry showed statistically significant differences in student performances post‐use and pre‐use of mobile applications with P values of 0.000, 0.028, 0.023, and 0.000 for tests, assignments, practical evaluation, and presentations, respectively.</jats:p></jats:sec><jats:sec><jats:title>Conclusion</jats:title><jats:p>Students have a positive perception of the use of mobile applications, as it has significantly improved their academic performance in biochemistry.</jats:p></jats:sec>

<jats:title>Abstract</jats:title><jats:p>Previously we identified that biomedical science students commonly misunderstand “creativity,” mistaking it for “freedom.” In the present study, we describe and evaluate a workshop designed to increase students' awareness of creativity as a highly sought‐after employability skill and cognitive process applicable to scientific endeavors. To achieve this, we developed and introduced students to a process called the “Diamond Model,” utilizing a case study to contextualize and signpost the creative processes of divergent and convergent thinking. This model was introduced to students in the first workshop of a 12‐week undergraduate biochemistry unit (subject) within the Bachelor of Biomedical Science at Monash University, Australia. Students completed pre‐ and post‐workshop surveys to gauge the impact of the workshop on their conceptions of creativity and Bloom's taxonomy of learning. In addition, reflective journals were completed by a small subset of students (<jats:italic>n</jats:italic> = 9) following the workshop. Following the workshop, over 65% of students indicated that their conception of creativity had changed. Thematic analysis of students' survey responses and reflections indicated that this change in the conception of creativity included broadening their definition of creativity, increased awareness of creativity as a skill and science as a creative process, and that creativity can be applied to different areas of life. Students attributed the signposting of creative elements as a contributing factor to their increased awareness. These results indicate the positive impact the workshop and our novel Diamond model had on student conception of creativity, highlighting the importance of explicit communication and signposting in skill development.</jats:p>