ABSTRACT
Background: The advent of 21st century has brought about revolutionary changes in medical education. Medicaleducators are debating the effective application of traditional and newer teaching and learning (T/L)methodologies. The present study aimed to obtain the student’s perspective on the present T/L methodology inanatomy and also the content and duration of anatomy teaching so as to help the educators design a moreeffective anatomy T/L programme.Methodology: The 4th, 5th year MBBS students and interns were administered questionnaires to rate the T/L aidsand give suggestions to improve the teaching of anatomy through close and open ended questions.Results: Amongst the teaching aids, excellent / good rating was given by 80.3% students to classroom teaching onthe black-board, followed by 68.3% to dissection. Amongst the learning aids, excellent / good rating was given by72.3% students to dissection and 67% to lectures. Further, 55% students opined that anatomy should be taughtover 12 months (excluding examinations) whereas 37.6% suggested it to be taught in 18 months. The need tointroduce anatomy teaching sessions during the later part of the medical curriculum was felt by majority (95.2%)of the students.Conclusions: The traditional T/L methods like dissection, lectures and black-board teaching are preferred by thenewer generation learners also and should be integrated with newer teaching modalities and modern technology.The anatomy syllabus being taught in the present MBBS curriculum is adequate, however the time allotted foranatomy teaching needs to be increased by 2 to 6 months. The study further suggests that there is a need toreinforce anatomy teaching in the clinical years.
ABSTRACT
A partir del enfoque desarrollador del proceso de enseñanza- aprendizaje y teniendo en cuenta las dificultades que se muestran con la literatura en la asignatura Historia de Cuba I para algunos contenidos, se presenta un sistema de medios con el objetivo de resolver estas dificultades. Se concluye que el sistema que se ofrece contribuye a la motivación del estudiante por el estudio de la asignatura; eleva la calidad de la clase; proporciona la asimilación y profundización del contenido, así como el desarrollo de habilidades docentes, intelectuales y específicas; permite la participación activa y reflexiva de los estudiantes en la clase y facilita un mayor nivel de organización del contenido para la realización de las tareas docentes.
Taking into consideration a developmental approach to the teaching-learning process and the instructional challenges linked to literature content of Cuban History I coursework, a system of teaching aids is presented. It is suggested that the proposed system enhances student motivation to study this subject, raises the quality of instructional lessons, favors the assimilation of the content, and improves the development of educational, intellectual and specific skills. It also allows for the active and reflexive participation of students in the lessons and facilitates a greater level of content organization for successful instruction.
ABSTRACT
Se realizó una investigación descriptiva, de corte transversal, en 4 policlínicos facultades del Polo de Formación de Jagüey Grande con el objetivo de valorar la preparación y utilización de los medios de enseñanza-aprendizaje en las actividades de orientación de contenidos de la disciplina Morfofisiología Humana, como una novedosa forma organizativa dentro del proceso docente-educativo del Nuevo Programa de Formación de Médicos Latinoamericanos. Se les aplicó el instrumento a 308 estudiantes y 68 profesores, los que constituyeron la muestra dentro del universo del total de profesores y estudiantes de los centros antes mencionados. Se caracterizó la utilización de los medios auxiliares de enseñanza-aprendizaje, en particular, de los videos didácticos, se demostró su importancia y eficacia en el proceso para el que fueron concebidos, por lo cual deben tenerse en cuenta algunos aspectos perfectibles, en aras de elevar la calidad y lograr un mayor desarrollo de este importante medio de enseñanza.
A cross-sectional descriptive research study was made in 4 teaching polyclinics located in the Medical Formation Complex of Jaguey Grande, with the objective of assessing the preparation and use of teaching-learning aids in the content guiding activities of the subject Human Morphophysiology, as a novel organizational form within the teaching-education process of the New Program of Latin American Medical Formation. The instrument was applied to 308 students and 68 professors, who were the sample taken from the universe of students and professors of the above-mentioned institutions. The use of teaching-learning aids, particularly didactic videos, was characterized. Their importance and efficacy in the process were proved, therefore, some aspects that are to be improved must be taken into account, with a view to increasing quality and to developing even more this important teaching means.
Subject(s)
Education, Medical , Learning , Teaching Materials , Video-Audio MediaABSTRACT
Attention span in a lecture is roughly 15 minutes. After this has been seen that no. of students paying attention begins to drop dramatically leading to loss in retention of lecture material. Objective of present study was to examine the effectiveness of humor when used as an intervention. The present Interventional, Randomized control trial study was carried out on medical students of fourth Semester, of RMCH, Bareilly, which has total ninety students. Class was divided into two groups, Group A and Group B by simple random sampling using lottery method, consisting of 45 students each. For both groups four lectures each were delivered on same topic, with a difference that in group A no intervention used while in group B humor was used as an intervention. Record of class attendance was maintained in both the groups and post lecture tests were conducted. Chi-Square test was applied for statistical analysis. In group B not only the attendance of students increased from class 1 to class 4 but was also more as compared to group A in each class and the difference was found to be statistically significant . Post lecture test scores showed that in group A there was no significant difference in marks obtained by students in class 1 and class 4, however in group B in which humor was used it was observed that in class 4 percentage of students getting marks above 50% increased as compared to class 1. We concluded that humor not only increases interest but also promotes learning.