Establishing links between assessments and expected learning outcomes through curriculum mapping in a dental physiology curriculum

Background. The relevance of curriculum mapping to determine the links between expected learning outcomes and assessment is well stated in the literature. Nevertheless, studies confirming the usage of such maps are minimal. Methods. We assessed links through curriculum mapping, between assessments and expected learning outcomes of dental physiology curriculum of three batches of students (2012–14) at Melaka-Manipal Medical College (MMMC), Manipal. The questions asked under each assessment method were mapped to the respective expected learning outcomes, and students’ scores in different assessments in physiology were gathered. Students’ (n = 220) and teachers’ (n=15) perspectives were collected through focus group discussion sessions and questionnaire surveys. Results. More than 75% of students were successful (?50% scores) in majority of the assessments. There was moderate (r=0.4–0.6) to strong positive correlation (r=0.7–0.9) between majority of the assessments. However, students’ scores in viva voce had a weak positive correlation with the practical examination score (r=0.230). The score in the assessments of problem-based learning had either weak (r=0.1–0.3) or no correlation with other assessment scores. Conclusions. Through curriculum mapping, we were able to establish links between assessments and expected learning outcomes. We observed that, in the assessment system followed at MMMC, all expected learning outcomes were not given equal weightage in the examinations. Moreover, there was no direct assessment of self-directed learning skills. Our study also showed that assessment has supported students in achieving the expected learning outcomes as evidenced by the qualitative and quantitative data.

Exploring attributes of effective teachers - student perspectives from an Indian medical school.

Introduction: Attributes of an effective teacher is a passionate area of research for medical educators. Teaching at Melaka Manipal Medical College (MMMC), Manipal University, India, is assessed periodically as a part of the institution’s program evaluation process. The present study was undertaken to determine the highly rated attributes of a medical teacher, as felt by three batches (preclinical, para-clinical and clinical batch) of medical students at MMMC. Methods: A questionnaire focusing on twelve attributes of effective teaching was developed and administered to three batches of students. Students were requested to select the five most important attributes from the questionnaire and rank them accordingly as 1st, 2nd, 3rd, 4th and 5th. The responses were analyzed using cross tabulation and percentages of the grades provided by the participants were reported for each of the batch. Results: The ability of a teacher to motivate and inspire students was rated to be the best attribute of an effective teacher. Students also felt that defining objectives and clarifying concepts was an important quality that medical teachers should possess. The importance of being an effective communicator was also emphasized. Discussion: The present study underpins the need for a healthy teacher-student relationship in medical schools. Communication with international students in an Indian scenario may be a challenging task, keeping in mind the diverse cultural background of students. Probing qualities that students identify with an effective teacher may help us respond to these challenges.

Student and faculty perspectives on Laboratory Based Learning (LBL) sessions in Physiology.

Objective: To explore students’ and faculty members’ perspectives regarding LBL sessions-the gaps/pitfalls- to explore possibilities for improvement. Method: Two sets of questionnaires, one each for students and faculty members were developed and administered to the students of first year MBBS (n=113) and Faculty members of physiology department (n=13) of MMMC, Manipal. Both questionnaires had closed-ended questions (no negative statements) inviting responses in the form of Likert scale. Open-ended questions were included in the questionnaire distributed to faculty members. Quantitative analysis was done using SPSS version 16. Results: Students agreed to all items, with a median score of 4. Students’ responses clearly indicated that, in general, they were satisfied with conduction of LBL sessions in physiology, while, faculty members concurred with them with a median score of 4 for items other than student related and expressed that current LBL sessions were adequate for MBBS curriculum. Faculty members were of the opinion that students need to practice more in LBL sessions. They also suggested inclusion of additional teaching aids in LBL sessions. Conclusion: Majority of students and faculty members were satisfied with the content and methodology employed in the current laboratory based sessions in physiology. Some of the suggestions given by students and faculty members could be easily implemented for improving the process, while others require additional infrastructure and logistic support.

Impact of note-taking on cognition during lectures.

Background: At Melaka Manipal Medical College (MMMC) (Manipal Campus), Manipal University, India, lectures form an important part of the Bachelor of Medicine and Bachelor of Surgery (MBBS) curriculum. The faculty of the Department of Physiology at MMMC uses both blackboard and PowerPoint for delivering lectures. Students are given the freedom to note down from the PowerPoint slides the content taught during a lecture. The present study was undertaken to explore the impact of note taking on students’ learning and also to determine students’ perceptions regarding the advantages and disadvantages of note taking. Methods: During a respiratory physiology lecture (Lecture 1) using PowerPoint, students were allowed to take down notes. Lecture 1 was followed by an examination (Test 1). During another lecture (Lecture 2), students were not allowed to take down notes, but were asked to listen only. This was followed by an examination (Test 2). Scores of Test 1 and Test 2 were compared using paired t test. Results and Conclusion: The mean score for Test 1 was found to be significantly higher (p <0.001) compared to that of Test 2. The present study revealed that note-taking during the lecture facilitated student learning by helping them to recall better. The conscious management of the note-taking activity is more than just taking down notes, but involves concentration during the lecture and understanding the concepts.

A report on stress among first year students in an Indian medical school.

Stress is common in medical students. However, studies on stress among students in Indian medical schools are very few. The present study was undertaken to determine the prevalence and sources of stress among first year Malaysian students at Melaka Manipal Medical College (MMMC), (Manipal Campus), India. The General Health Questionnaire (GHQ) was used as the screening instrument. Based on the score, the prevalence of emotional disorders was determined. The sources of stress in students were identified by asking them to respond to a questionnaire which had items categorized under academic and non-academic problems. It was found that the prevalence of stress among the students was 37.3%. Among the sources of stress, frequent examinations and information overload were found to be the greatest sources of stress among academic problems. Among nonacademic problems, limited time for recreation and home-sickness were found to be the greatest sources of stress. The present study revealed that academic problems were greater sources of stress in first year medical students compared to non-academic problems. The study provided scope for adopting strategies intended to reduce students’ stress.

Integrated practical examination: a novel approach to evaluate undergraduate medical students in physiology practices.

Background: The development of a reliable and valid method to assess laboratory exercises in preclinical sciences is a challenging task. The use of different assessment methods helps assess various aspects of clinical competence. Integrated Practical Examination (IPE) was thus incorporated as an assessment tool in physiology at Melaka Manipal Medical College (Manipal Campus), India aiming to test a wide range of practical skills and to improve the validity of our practical examinations. Methods: Three batches of first year medical students were tested by IPE which included two components: objective structured practical examination (OSPE) and performance exercise (PE). Scores of each student of the study sample in PE and OSPE in the 4th block were analysed. Results and conclusion: Analysis of student scores in the examinations revealed that student performance in PE was better than that in OSPE for all three batches. The correlation coefficients between the marks on OSPE and PE were found to be poor for all three batches. There was a significant difference in the mean scores on OSPE for all three batches (P value=0.014). There was also a significant difference in the mean scores on PE for all three batches (P value=0.013). Analysis of student scores also exposed some of the deficiencies of PE and OSPE. Students have differing strengths and weaknesses and each component of IPE thus tests different aspects of knowledge, understanding and abilities.