• shanthi Dhandapani

The study aims to evaluate the effectiveness of evidence-based pedagogical principles such as CCCS (constructive, contextual, collaborative, and self-directed) and FAIR (provide feedback, active learning, individualise & relevant learning) in the classroom teaching. A cross- sectional descriptive study was conducted among Nutrition & Dietetics students in Kuala Lumpur, Malaysia, to evaluate the perception of learning experience (N=21) and reflective practice (N=20). The ability to execute skills and task related to inter-professional learning (IPL) Nutrition & Dietetics (N=41) and Nursing (N=11) were also assessed. Informed consent was obtained from all the subjects and anonymity was maintained throughout the survey.The perception of learning experience, the implementation of change in teaching was executed via two separate one-hour lecture from different topics but of the same module delivered to the same cohort of students, and scheduled 19 days apart. The students attending the lectures were requested to complete a brief 10-statement online questionnaire with CCCS and FAIR principles on Survey Monkey® (link provided in the E-Portal) within 24 hours of each lecture. At the end the students presented their views to facilitate the case based learning. The data on reflective practice were collected through a questionnaire consists of 26 items relating to the students perception towards ‘Usefulness of reflective practice’. Data were collected after 40 hours of teaching (4 weeks) and 20 minutes of reflection. A six point Likert scale was used to indicate relative agreement for each item. The IPE Student Questionnaire was administered to assess the Inter professional self-perceived ability, value, communication and comfort working with others. A five point Likert scale was used to indicate relative agreement for each item responses ranged from 1 (not confident) to 5 (completely confident). The overall findings have shown a positive perception towards implementation of change in the teaching and the reflective practice. Despite the perceived barrier to good reflective practice most of the students found reflective practice is useful to them with a mean score of 4.20. The students did not encounter serious undesirable effects of reflective practice as the mean score was only 3.52. Majority of the students felt that mentor play an important role (mean score-4.2) in facilitating reflective practice. The mean score of the respondent’s perception and understanding on post Inter Professional Learning (IPL) was 4.32 compared with Pre IPL score 3.70.The mean post IPL score of 4.30 on team building revealed that the student’s ability improved towards patient centred problem solving, individual and team performance. To conclude the mini-study on change in teaching approach had provided with an intriguing insight into the various facets of teaching, and how new teaching methodologies may influence learning. The results of incorporating IPL in curriculum benefit student’s interactions to develop, along with the development of an inter-professional identity and understand collaborative team-based care.

pedagogical principles , Reflective practice, Interprofessional learning

"Facilitating learning: Changes in teaching Approaches", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.6, Issue 6, page no.29-37, June-2019, Available :http://www.jetir.org/papers/JETIR1906C06.pdf

"Facilitating learning: Changes in teaching Approaches", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.6, Issue 6, page no. pp29-37, June-2019, Available at : http://www.jetir.org/papers/JETIR1906C06.pdf