ABSTRACT
Abstracts: Background: Didactic lectures occur as passive transmission of knowledge to 1st MBBS students. Biochemistry studied by such lectures becomes difficult to remember and recall. Retention rate is more when learner is actually involved in the learning process by doing. To bridge the gap between the existing teaching methodology and that required for competency based approach, we thought about early clinical exposure as an active learning method. Methodology: Total 50 students visited hospital for active learning, to observe and note down the information about his history, laboratory investigations, and treatment from physician’s interaction with patient. Diabetes mellitus - the clinical condition related to topic ‘Carbohydrate metabolism’ was selected for this activity. Nonparticipating students considered as control group. Pre & post test results were compared in control as well as in study groups. Post test results of both groups were compared to evaluate the effectiveness of new teaching – learning method over the traditional one. Results: Difference between pre and post test results of control group was nonsignificant, while those of the study group were highly significant (p < 0.0001). Post test results of study group were improved with high significance (p < 0.0001). Conclusion: In ‘container –dispenser’ type of didactic lectures students were not able to retain sufficient knowledge only by passive transmission. Hence there was no improvement in the performance of control group. Hospital scenario and the observation of physician and patient interaction provides, stimulus rich environment for learning. This stimulus may help them to correlate the knowledge acquired in the didactic lectures to clinical context. So there was significant improvement in the post test score of study group than pre test score, and also than post test score of control group. This active learning method, presented herein has proved to be an attractive and useful approach to facilitate the teaching –learning biochemistry.
ABSTRACT
Background: All the metabolic pathways, reactions, regulations… Biochemistry seems to be very difficult for 1stMBBS students. Consequently most advanced topics, without a strong basis, difficult to learn, understand, remember and recall. Hence there is no motivation to go ahead for subject studies and leads to difficulty in correlating the knowledge of Biochemistry with clinical conditions. Aims & objectives: i)To improve the 1stMBBS student’s learning process by active participation in poster presentation competition. ii) The students should be able to study the Biochemistry actively, interestingly. Material & Methods: From 150 students, 30 groups each with 5; were formed. The topics selected for the poster presentation competition were having clinical application. Pre-test viva was conducted before, and post-test after the poster presentation. Posters were assessed, by the subject expert and 2 senior teachers. Three best posters were awarded. Results: Improvement in performance of students in post-test (Mean6.993 ± S.D. 1.358) after the poster presentation was highly significant than the pretest poster presentation was highly significant than the pre-test (Mean4.779± S.D. 1.447) (p<o. 00). Group discussion allows student to recognize meanings, express themselves in the language of the subject. The students gain a degree of self-direction & independence in their studies. Conclusion: Poster presentation proved that, it is a useful tool for the motivation of 1st MBBS biochemistry students for studies;& helpful to prepare students to satisfy their clinical responsibilities. Take Home Message: Such type of motivation when used for all 3 basic subjects of MBBS will be helpful to build the basics of the student.