Our Lectures: What do the Students Think?

The objective of the study was to reveal the perceptions and experience of our students regarding the lectures taken in our medical school. It was a cross-sectional descriptive study. This study was conducted among second year MBBS students of Islamic International Medical College. A questionnaire was developed, validated by piloting among faculty members and then was distributed to the students of MBBS year 2 from June to July 2013. The response rate was 100%. Questions were grouped under various headings and categorization was done [i.e., Excellent, Very Good, Good, Fair and poor] according to responses. Lecture as an instructional strategy and the presentation of lectures was regarded as [Good] by 39% and 42% of students respectively.36% of students commented the Multimedia preparation of lectures as [very good]. Only 23% of students have mostly gone through the learning outcomes of a lecture before coming to attend it. Most of the students regarded lectures as a good instructional strategy. Students were also satisfied with the Multimedia presentations and delivery of lectures

Assessing the Long Case in Undergraduate Medical Students: Development of Structured, Feasible, Valid and Reliable Tool.

To develop structured, feasible, valid and reliable tool in assessing long case in undergraduate medical student. Qualitative Action Research. IIMCT, Aug, 2012 to Oct 2013. An action research approach was used. Problems of un-structured examination in long case were identified. Delphi technique with the senior faculty was used to identify the components of the assessment tool. Final draft of the tool was sent to medical educationists for their input. A structured tool [SLICE] for examining the holistic approach of student towards managing a patient was developed and was found to be reliable [Cronbach alpha 0.87] and valid. SLICE is a feasible, valid and reliable tool to assess long case in undergraduate medical students in our setup

Identifying Learning Styles Among Medical Students: Does Our Assessment Favors Certain Learning Style?

Learning Style is usually identified as an individual's pattern for acquiring information. This study was used to identify the learning style of Medical students and comparing the individual Learning Styles with the Result of Annual Summative Assessment to ascertain any link. Objectives of the study were two-fold: First, to identify the learning style of Medical Students for their sake and for the sake of faculty so that adequate planning in the curriculum could be done. The second aim was to search whether our Curriculum is oriented towards a particular learning style in students through comparison of learning styles with Annual Assessment Result. It was a Cross-Sectional Descriptive Study. The study was conducted among students of 3 year MBBS, Islamic International Hospital. The 80-item Honey and Mumford Learning Style Questionnaire was distributed to a class of 100 students .The result was compiled on MS Excel and compared with the results of Summative Assessment of the students. In our study, Majority of the students were Reflectors [35.5%] [n=32], followed by Reflector-Pragmatists [13.3%] [n=12]. Theorists [12.2%], Pragmatists [11%], Reflector/Theorists [8.8%] and Activists [6.6%] 34% of the students [n=31] had a combination learning style. One student had all four learning styles. Comparison of Assessment result with the result of the Questionnaire was done: on an Average Reflectors have scored higher [73%] as compared to Pragmatists [72%], Theorists [71.5%] and Activists [66%]. Although no gross difference, the Assessment result on an average, was a bit higher for reflectors. This study also shows that most of the students learn more effectively from lectures, project works and independent study