ABSTRACT
Background: Due to lack of consensus of teaching learning methods during undergraduate period, intern doctors face many challenges in clinical settings. Knowledge gaps related to clinical application of laboratory medicine leads to poor case management. Active learner centered training with real clinical cases is a need to help the interns to link their basic science knowledge into a practical context. Aims and Objectives: The present study was done to evaluate the effect of case based learning (CBL) on the interns’ knowledge and clinical decision-making skill of interpretation of laboratory investigation reports and to assess perception of participants about CBL. Materials and Methods: CBL method was used to train the interns in clinical application microbiology reports. This is a pre- and post-test type study, carried out for 2 months with 43 Medical interns, willing to participate. The process included evaluation of CBL by pre-validated questionnaires by multiple choice questions, clinical case scenarios before, immediately after and 10 days after the intervention and perception toward CBL was assessed. Statistical analysis was done using Student’s t-test and SPSS 17 software. The value of P < 0.05 was considered as significant. Results: A significant improvement in the interns’ knowledge and problem solving following CBL sessions had been observed in present study. The post-test scores of all the CBL sessions were significantly higher than pre-test scores (P < 0.05). The perception of interns toward CBL was assessed and it was responded positively. It helped in strengthening the critical skills of interns such as problem solving, critical thinking, and teamwork. Conclusion: The present study proved that interns during internship require to be trained in laboratory medicine. CBL is an effective teaching method to train interns in enhancing their problem solving skill with correct use of laboratory test results and strengthening critical thinking, teamwork, and time management skills.
ABSTRACT
Background: Young teachers can skill for better teaching-learning ways can be acquired through structured and cheaper faculty training techniques. Microteaching can be adopted as one such measure to improvise teaching-learning skills among young teachers. Aims and Objectives: This study was conducted also to knew the impact of knowledge and perception regarding microteaching among postgraduate medical students and improvise on them. Also to knew the improvement in teaching skills after training and established the usefulness of this modality of microteaching by looking into its effectiveness. Materials and Methods: The participants were 29 1st year postgraduate students of Kalinga Institute of Medical Sciences, Bhubaneswar, Odisha. One day microteaching workshop was arranged for them in the Medical Education Unit of KIMS. The participants were surveyed through questionnaires (A, B, C, D, and E). McNemar’s Chi-square test did this by comparing between pretesting and post-testing scores of Questionnaire A and D (Kirkpatrick level 1, 2, and 3) as well as B and C (Kirkpatrick level 4) by use of the STATA software. A three-point Likert scale (0 = Not useful, 1 = Doubtful, 2 = Useful) was used to assess the participants’ responses based on the qualitative analysis method from questionnaire E. Results: Pre-post testing revealed improvement in knowledge and perception about microteaching among the majority (P < 0.05). They improved skills-wise too (P < 0.05). All the participants believed that microteaching is useful with a score of 2 on a three-point Likert scale. Conclusion: The microteaching among postgraduate medical students before proper lecture is very much useful. This type of workshop and training should be done in regular interval.
ABSTRACT
Three rare cases of urethral metastases from prostatic carcinoma are reported. Mechanism of metastasis, diagnosis and treatment are discussed.