PERCEPTION OF FIRST YEAR MBBS STUDENTS TOWARDS ECE (EARLY CLINICAL EXPOSURE) IN PHYSIOLOGY.

Introduction : Early Clinical Exposure is a teaching learning method which enables student to learn basic sciences effectively and retain the information which bene?ts patient and promotes better patient care. Hundred students selected after applying inclusion exclusion criteria divided into 2 groups A and B taught Methodology : basal ganglia and thyroid physiology in conventional method and other in ECE integrated method respectively and after interchanging groups, demonstrating the clinical features of parkinsonism and hypothyroidism for ECE group. A pretest and post-test were conducted preceding and following lecture in both settings. The results obtained were interpreted using Results : excel. The mean of pre-test marks for Traditional teaching and ECE integrated teaching are 5.62±2.42 and 4.58±2.33 respectively and the post-test scores of Traditional and ECE teaching are 10.62±2.52 and 12.8±2.46 respectively. Discussion : Majority considered that the synchronisation of classroom learning with clinical experiences was bene?cial, and the majority believed that integrated teaching improved understanding of the practical applications of physiology. Through Conclusion : this study we conclude that ECE integrated teaching is more effective in imparting knowledge in ?rst MBBS students as the gap of imagination was bridged by live demonstration with help of patient which is re?ected in the Likert scale and in the scores. Though the ECE integration is a tough job for the teacher, it is a great learning tool for students.

Mind Mapping- A Learning Strategy!! Among Dental Students: A Comparative Study

Aim: To evaluate the effectiveness and retention of knowledge of two educational methods such as Mind Mapping and conventional teaching method amongdentalundergraduates. Materials and Methods: This cross sectional comparative interventional study was carried out among nal year dental undergraduates (n=80) at RajarajeshwariDentalCollege&Hospital,Bangalore.Studentsweredividedintotwogroups,GroupA:MindMappingGroup/testgroup(40)andGroupB: control group (40). A pretested questionnaire of 10 questions was used to asesess the knowledge at baseline, immediately after and a week after the intervention.Knowledgegainwastheprimaryoutcomevariableandretentionoftheknowledgeafteraweekisthesecondaryoutcome. Results:At the baseline the mean knowledge score was equal in both the group. Immediately after intervention, the mean knowledge score in the control group increased to 8.8, whereasin the mind map group, it increased to 9.4 and the difference wasfound to be statistically signicant(p = 0.003). One week afterintervention,themeanscoreinthemindmapgroupwassignicantlymorethanthetextgroup(9.3Vs8.6;p=0.003). Conclusion:Theresultsofthestudyshowedthatmindmappingmethodwasmoreeffectiveasateachingandlearningmethodthanthelecturebasedmethod

Computer assisted learning vs. conventional teaching in experimental Pharmacology: perception of second year medical students

Background: The main pool of pharmacology practical teaching is formed by the use and demonstration of animal experiments. Animals have been used to demonstrate the effect of various drugs in experimental pharmacology classes, in the lab. The practical sessions in pharmacology training involving animal experiments are still taught by traditional teaching methods. Rapid development of information technology has led to newer trends in teaching and learning using Computer Assisted Learning (CAL). Keeping it in mind we decided to undertake this study to assess the perception of CAL in 2nd year MBBS students over conventional teaching in experimental pharmacology.Methods: This was an observational, questionnaire-based study. A total of hundred undergraduate MBBS (2nd year) students participated. Participants were first demonstrated an animal experiment by conventional teaching method followed by the same animal experiment demonstration on CAL. Students� feedback was recorded on a questionnaire and analyzed.Results: The mean age of the participants was 19.88�28 years. The study overall observed that 62% preferred CAL to conventional (38%). Majority of the participants� thought CAL (63%) helps to understand better over conventional (28%) and that CAL (63%) is time independent over conventional (28%). More than 85% felt that CAL was more explanatory and provided a better learning experience.Conclusions: Students preferred CAL to conventional teaching, in experimental pharmacology. It also provided insight on perception and experience of students towards CAL for experimental pharmacology. However, further studies are warranted to assess the knowledge, cognitive and psychomotor skills of students.