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Abstract

The paper deals with different approaches used in engineering education. It analyses concepts of engineering curricula, methods of education and technical means used. The main dilemma is represented by “teacher oriented” and “student oriented” concept of engineering education.
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Abstract

Use of technology in different didactic approaches and methods. Diachronic review. – The present paper aims to present how different methods and approaches of teaching and learning foreign languages make use of new technologies. Every method is innovative and somehow also revolutionary. It’s quite easy to define and recognize which technologies are applied in modern methods. But when it comes to traditional methods it is not so evident. However according to research findings an appropriate application of new technologies can influence the effectiveness of the learning process.
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Abstract

B a c k g r o u n d: The aim of the study was to evaluate the usefulness of the modified Peyton’s four-step approach in the teaching of cardiac auscultation and to determine students’ perception of Peyton’s four-step approach. Me t h o d s: The opinion of the participants on the usefulness of the modifi ed four-step approach was attained through the use of anonymous questionnaires, voluntarily completed by students, and on the basis of semi-structured interviews conducted with a subset of students. 187 second-year students of our 6-year long curriculum were enrolled. They attended an obligatory Laboratory Training of Clinical Skills course. The average group size was 16 students. R e s u l t s: The survey findings identified that 88.1% of participants found it helpful in developing their understanding of cardiac auscultation. 89.8% of all participants claimed that the new modified four-step approach facilitated memorization. The modified Peyton’s four-step method allows for better organization of classes in the opinion of 87.6% students. The advantages of the method were noticed by the majority of students. C on c l u s i o n s: The modified Peyton’s four-step approach in the teaching of cardiac auscultation under laboratory conditions was perceived by students to be a comprehensible method that facilitates understanding and memorization. Th is approach allows for improved organization of classes. From the student’s perspective this method allows one to master the technique of cardiac auscultation in the classroom, through the increased demand of the participants’ attention, activity and involvement.
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