Modified tutorials in Pharmacology for Medical students using case based learning and multiple choice questions

Background: Active student centred learning is the need of the hour. Objectives being to compare the difference in the post test scores between students exposed to Case based learning (CBL) and Multiple choice questions (MCQ) (learning tool) during tutorials in Pharmacology for 2nd MBBS students. To understand the perception of students regarding teaching learning tools used in the study.Methods: This was a mixed methods study. Sixty eight students were divided into 2 groups. Hypertension and angina was discussed as CBL for Group 1 and as MCQ (Learning tool) for Group 2. One week later, cross over was done, Thyroid and Diabetes was discussed as MCQ for Group 1 and as CBL for Group 2. Post-test MCQ, pre validated questions (Likert scale) and open ended questions (qualitative) were distributed. Statistical Analysis: Difference in the post test scores in both the groups was analyzed using independent sample t test.Results: There was no significant difference in post test scores between CBL and MCQ groups. Questionnaire analysis suggested that both the methods provoked self-learning (45%). Thematic analysis demonstrated the positive experiences like motivated self-learning, clinical application, better understanding than theory classes and drawbacks being time consuming and fear of presentation.Conclusions: Since the study included both qualitative and quantitative analysis, the results can be elucidated comprehensively. This study implies that CBL and MCQ are effective and can be implemented into the curriculum of Pharmacology. This study can serve as an evidence to incorporate these tools in the curriculum.

Pre and post-lecture test scores for assessment of short term effectiveness of didactic lectures in anatomy and as a predictor for performance in summative evaluation.

Introduction: Didactic lectures play an important role as a method of student instruction in anatomy in India. The aims of the present study were to quantify whether students' derived any short term benefit from didactic lectures and to assess whether their performance in tests based on the lecture was a good indicator of their performance at the end of the year university examinations. Method: A total of eight theory classes, four each on embryology and gross anatomy, for sixty first year undergraduate medical students were conducted. At the beginning of each class, the students were administered a pre-lecture test. The post-lecture test was administered after the lecture. Subsequently, the marks obtained by the students in the theory component of the end of the year university examination in anatomy were noted and used for further correlation analysis using Spearman’s correlation coefficient. Paired and unpaired t tests (2 tailed) were performed to check for significant differences in the pre and post-lecture test scores for each class. The mean scores in the pre and post-lecture test scores for each student over the eight classes were used in correlation analysis. Results: In all eight classes, the mean post-lecture test scores were significantly greater than the mean pre-lecture test scores. There was a significant positive correlation between mean post-lecture test scores and university exam scores. Conclusion: Tests incorporated into didactic lectures may be a useful method not only to improve students' benefit from lectures, but also to predict their performance in the theory component of the university examination.

Bilateral variability of the quadriceps angle [Q angle] in an adult Indian population

The objective of this study was to document and explain bilateral differences in the Q angle. Two hundred limbs of healthy adult Indian volunteers were studied. The Q angle was measured using a goniometric method with the subjects supine, quadriceps relaxed and lower limbs in neutral rotation. The relative lateral placement of the tibial tuberosity with respect to the centre of the patella was measured. Appropriate statistical tests were used to determine the bilateral variability in the Q angle and the lateral placement of the tibial tuberosity. Inter-observer variation of the above mentioned parameters were studied in twenty limbs. The average Q angle value of all the 200 limbs was 12.73 °C; the mean value on the right was 12.86 °C and 12.60 °C on the left. When the Q angle and the lateral placement of the tibial tuberosity were considered in pairs a significant difference was noted in males. The Q angle value on the right side was more often greater than the left. The relative lateral placement of the tibial tuberosity showed a significant positive correlation with the Q angle. The intra-class correlation coefficient was 0.66 for the Q angle and 0.8 for the lateral placement of the tibial tuberosity. The present study shows that bilateral variability in the Q angle could be attributed to an alteration of the relative placement of the tibial tuberosity with respect to the centre of the patella

Evaluation of a modified team based learning method for teaching general embryology to 1st year medical graduate students.

BACKGROUND AND AIMS: To encourage student participation in the learning process, the authors introduced a modified team based learning (TBL) method to cover two general embryology topics in the 1st year MBBS curriculum. The aim of this study was to evaluate students' perception of this method vis-à-vis the lecture method of teaching. SETTINGS AND DESIGN: A questionnaire was used to survey and evaluate the perceptions of 1st year MBBS students at the Department of Anatomy at our medical college in India. MATERIALS AND METHODS: A total of eight classes were allotted to cover General Embryology. Six of these classes were conducted using the traditional didactic lecture method. Two topics were covered using the modified TBL method. Five teams of students were constituted, and each team was given handouts which contained basic factual material, four clinical case histories, and previous university exam questions from the topic. On the day of the session, these were discussed in the presence of the faculty facilitator. Students evaluated these sessions through a questionnaire. RESULTS: A majority of students felt that the modified TBL sessions were better at fulfilling learning objectives (46 students, 85%), enabled better understanding (43 students, 79%), were more interesting (43 students, 81%), ensured greater student participation (51 students, 94%) and involved greater effort on the part of students (53 students, 98%), as compared to traditional teaching methods. Most of the students (43 students, 79%) opined that more such sessions should be organized in the future. CONCLUSIONS: Responses from students show that the modified TBL classes could be utilized judiciously along with the traditional didactic lectures for teaching embryology.