ABSTRACT
Objective: To compare the perception of medical students on the usefulness of the interactive lectures, case-based lectures, and structured interactive sessions [SIS] in teaching and learning of Physiology
Methods: A cross-sectional study was carried out from January to December 2012 at Bahria University Medical and Dental College, Karachi, which had qualitative and quantitative aspects, assessed by selfreported questionnaire and focused group discussion [FGD]. The questionnaire was distributed to 100 medical students after completion of first year of teaching of MBBS Physiology. The data was analyzed using SPSS version 15. Differences were considered significant at p-values <0.05 after application of Friedman test. Responses of FGD were analyzed
Results: All the teaching methodologies helped in understanding of precise learning objectives. The comprehension of structure and functions with understanding of difficult concepts was made best possible by SIS [p=0.04, p<0.01]. SIS enabled adult learning, self-directed learning, peer learning and critical reasoning more than the other teaching strategies [p< 0.01]
Conclusion: SIS involved students who used reasoning skills and power of discussion in a group to comprehend difficult concepts for better understanding of Physiology as compared to interactive and casebased lectures
ABSTRACT
To determine faculty perception on journal club [JC] presentation at Bahria University Medical and Dental College [BUMDC], Karachi. Pakistan. It was a cross sectional study conducted from January 2009 to December 2012 to acquire faculty member's feedback on JC presentations in structured meeting at BUMDC. Feedback was acquired by a self-reported questionnaire on a 3-pt Likert scale with a score of 1= disagree, 2= neutral, 3 = agree. Respondents were divided into Group I; senior faculty [professors, associates and assistants] and Group II of junior faculty [lecturers]. Chi square test was applied to compare categorical variables; results considered significant with p value <0.05. A total of 75JC presentations were made in study period. In Group I, response was acquired by 5 Professors, 3 Associate Professors and 7 Assistant Professors whereas 34 lecturers comprised of Group II. Both groups responded to usefulness of JC equally without any significant difference. JC encouraged literature search in 35[72%], enabled 38[78%] to recall their knowledge and 34[70%] to understand study objectives. The participants 34[70%] were able to comprehend research methodology, 19[38%] understood biostatistics and 29[59%] evaluated the paper critically. The exercise motivated 36[74%] and 30[62%] participants were able to design their research projects. Orientation of research at BUMDC was made possible by JC discussions which encouraged literature review from reputable journals, understanding of research methodology and critical appraisals that facilitated formulation of research plans
ABSTRACT
This survey was carried out from November 2008 till Dec 2011 to establish problem based learning [PBL] as part of hybrid modular curriculum at Bahria University Medical and Dental College [BUMDC] Karachi. It describes all steps undertaken to facilitate implementation of PBL system of education at BUMDC. During this period faculty was exposed to training workshops after which they were sequenced to prepare and present PBL in structured meetings and conduct them as facilitators. Faculty was exposed to 5 training workshops after which a total of 12, 27, 29 and 28 PBLs in 2008, 2009, 2010 and 2011 were prepared, presented and facilitated respectively. PBL system of education was implemented at BUMDC by stepwise measures which facilitated faculty members to prepare and apply this strategy for learning of medical students
ABSTRACT
Background: Problem based learning [PBL] introduced by Howard Barrows at McMaster University in 1969 is generally regarded as an effective learning strategy with an active process of personal cognitive construction. Many medical colleges have adapted this methodology as partial or complete part of their curriculum. This strategy not only caters to the knowledge domain but also polishes attitude and soft skills in an individual
Objectives: To evaluate efficacy of PBL development program carried out at Bahria University Medical and Dental College [BUMDC]
Methods: It was a cross sectional study conducted after completion of PBL development program at BUMDC from November 2008 till Dec 2011. Perception of faculty members about the program was acquired by purposeful sampling technique through a self reported questionnaire. All faculty members involved in PBL program were included. Their response was assessed on a 5-point Likert scale with a score of 1=strongly disagree [SDA], 2-disagree [DA], 3=neutral [N], 4= agree [A], 5=strongly agree [SA].The data was analyzed by SPSS version 15
Results: Faculty was exposed to 5 training workshops after which a total of 12, 27, 29 and 28 PBLs in 2008, 2009, 2010 and 2011 respectively were prepared and presented in structured meetings. The participants who responded [96%] were 34 lecturers, 10 Assistant Professors, 2 Associate Professors and 3 Professors. It was found that 37% of respondents who did not have prior experience of constructing PBL learnt to apply this learning strategy. They also became aware of its existence, importance, significance, relevance and corrected their deficiencies [73%]