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Background: Proper understanding of concepts of physiology forms basis of good clinical practice. To make the lectures in physiology more interesting and understanding, one has to review the teaching methods at regular intervals. Aims and Objectives: This study is designed to get feedback regarding teaching methods in physiology from MBBS students of Government Medical College, Kozhikode, to make teaching more effective. Materials and Methods: Two hundred randomly selected students who successfully completed 1st-year MBBS are included in the study group. The standard questionnaire is shared to study group through Google forms and adequate time is given to record their responses. Descriptive statistics are used. Frequency is expressed in percentage. Results: Most of students prefer interactive teaching methodologies such as group discussion as their preferred mode of learning rather than conventional didactic lectures in whole batch. Students also like to have integration with other subjects and early clinical exposure to understand the concepts precisely. Conclusion: Teaching in small groups with proper integration and alignment with other subjects will make maximum results rather than the traditional teacher centered medical education. Periodic review of teaching methods is very much essential to make the subject more interesting.
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Background: Conventionally, teaching in the subject of physiology is undertaken with the help of didactic lectures, practical demonstrations, and tutorials. Case-based learning (CBL) is known to impart analytical and problem-solving skills in the students. CBL motivates students to apply clinical knowledge from real-life scenarios to solve problems. Aims and Objectives: The aim of the study was to compare the effectiveness of didactic lectures and CBL in physiology among 1st-year BDS students and to gauge their perception. Materials and Methods: After ethical approval, this study was conducted at physiology department PIMS Udaipur. After taking informed consent, two groups of 40 students were taught two different topics using CBL and didactic lectures with cross-over study design. Students’ learning was assessed by 20 pre-validated MCQs. Mean ± SD of the pre- and the post-test scores of the students was taken. The post-test scores of the students in both the groups were compared using Student’s t test. P < 0.05 was considered as significant. Students’ perception was analyzed on Likert scale. Results: CBL was found to be statistically significant (P < 0.01) in both the topics. MCQ scores of didactic lectures was 7.972 ± 1.765 and 7.667 ± 1.971 while that of CBL was 9.111 ± 2.081 and 9.222 ± 2.257 in anemia and jaundice, respectively. Students gave favorable and encouraging perception on CBL method. Conclusion: CBL was more effective than didactic lectures in teaching physiology to undergraduates. First-year BDS students found interactive case discussions more enjoyable and educationally stimulating than lectures. Students’ feedback indicated that CBL could be incorporated more in undergraduate physiology Curriculum.
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Background: Case scenario based learning offers an interactive approach in medical education. It can be either as case based or problem based. objectives of' This study compared the effectiveness of Case scenario based learning (CBL) over didactic lectures (DL) among final year part II M.B.B.S students. It also compared the student's perception between the two methods.Methods: This interventional study was done in the Department of Pediatrics, Al- Azhar Medical College, Kerala for a period of two months. The participants(n=120) were divided into two groups- A and B who had respectively attended three sessions of CBL and DL on Pediatric infectious diseases. A test was conducted at the end of each session and after 2 weeks in the form of SAQs. A questionnaire was given to the participants about their perception. The data was analysed in SPSS 16 using unpaired t test and Mann- Whitney U test.Results: The mean exam scores for immediate tests were 26.04'1.9 and 19.47'2.8 for Batch A and Batch B respectively. The mean exam scores for the test conducted after two weeks showed significant result with 24.0'2.56 and 18.58'4.03 for Batch A and B respectively. Comparison of student's perception on Likert's scale about the teaching method yielded significant difference for CBL over DL with p<0.001.Conclusions: Case scenario based learning is an innovative method which is sure to invoke more interest and academic excellence in medical students.
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Background: WhatsApp is one of the most famous messaging services which everyone including youngsters use. This service is easy, cheaper, and faster. It is used to transmit information. Slow learners are the students who do not perform well which may be due to disinterest or pressure. The biggest challenge for any teacher is to uplift the slow learners. Objectives: The objectives of this study were to find out the role of WhatsApp in augmenting learning in ENT among the third professional MBBS students. Materials and Methods: Students of the third professional MBBS who use smartphones and have WhatsApp facility and willing to study through WhatsApp along with their regular teaching schedule was identified as slow learners and fast learners depending on their performance in the first semester examinations. All these students were put into a single WhatsApp group and were given assignments that they had to write and submit in JPG format and also upload one latest research article on that topic. After 5 months, the students were analyzed for performance in the second semester examinations and feedback was taken regarding their experience with this study method. Results: Most of the students showed that interest in this method among both slow learners (88%) and fast learners (87%) and felt their knowledge has improved (80% in slow and 77% in fast learners). The overall performance also improved in the second semester examinations. Conclusion: WhatsApp can improve learning, especially among slow learners by creating their interest and improving communication among students. It can motivate and play an augmenting role to traditional learning methods to improve learning.
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Background: Shoulder dystocia management necessitates a sound knowledge in diagnosis and applications of appropriate maneuvers. Conventionally this topic is taught with lectures in our institution. Objectives: 1. To compare the effectiveness of manikin demonstration to didactic lecture in teaching shoulder dystocia to undergraduate students. 2. To assess the attitude of students regarding inclusion of demonstrations sessions with manikin to their teaching schedule. Methods: This comparative study was conducted on 60 students attending their 8th semester posting in OBG in Kannur Medical College. Students were divided in to two batches, one receiving a didactic lecture class and the other a manikin demonstration on shoulder dystocia, following which a posttest evaluation was carried out with MCQs. The next day students were crossed over and classes taken using the two methods following which feedback from students were obtained and analyzed. Results: The posttest scores revealed that the group taught by manikin demonstration scored better when compared to the batch taught by lecture which was statistically significant. Feedback analysis showed that all students found manikin demonstration a more interesting method and majority felt this was the better method and helped in understanding the maneuvers. Peer opinion was that though manikin demonstration was more interesting, theoretical aspects could be better covered by a lecture and hence should be used as a complementary method to lecture. Conclusion: Manikin demonstration was more effective in teaching shoulder dystocia when compared to conventional lectures and was also associated with better learner satisfaction.
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Abstract: Background: There is need of novel methods of teaching subject of pharmacology, which will increase curiosity and retention of knowledge. At the same time, the new method should be student friendly and well accepted. Hence reinforcing learning model (RLM) was developed and current study is conducted to assess perception of students about this method. Methodology: The perception of students was assessed on Likert scale using a 15 point questionnaire. The data was analysed descriptively. Results: Majority of the students (more than 50 %) gave favourable opinion about the module. Majority of them gave neutral opinion (40 %) when asked whether the session should be optional in the curriculum. Conclusion: RLM followed by discussion can be a valuable tool to reinforce didactic method of teaching pharmacology.
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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.