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Background: The new competency-based medical education curriculum envisages the need to adopt newer teaching-learning methods. There is a growing concern about the effective dissemination of knowledge to a large group of students through conventional didactic lectures. Flipped classroom teaching has evolved as an innovative method and is a systematic approach to improving the student learning experience. Aims and Objectives: The present study was undertaken (1) to compare the effectiveness of flipped classroom methods with that of the lecture as a teaching learning method in pharmacology for undergraduate medical students and (2) evaluate the students’ perception of the flipped method. Materials and Methods: This study was done in the Department of Pharmacology in a tertiary care teaching hospital in Kerala after ethics committee approval. Two groups of students enrolled using the convenient sampling method, received three flipped classes and three lectures on the topics after crossover. Feedback was collected using a validated structured questionnaire and a common evaluation after each topic was done with a pre-validated multiple choice questions questionnaire. Results: This study has examined the perceptions of students about flipped teaching method using various teaching materials on a Likert 5-point scale. The findings indicate that flipped classroom was a better teaching method. The mean scores of flipped classrooms were high and it was found to be significant (P < 0.05). Conclusion: The results of the study indicate that flipped classroom is more effective for students when compared to lectures. An implication of this is the possibility that it can be used as an adjunctive method in the new curriculum.
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Background: The COVID-19 pandemic forced many institutions to unexpectedly adopt online learning methods to teach their students. As students’ perspectives are vital to be understood to determine whether any teaching learning method is optimum for implementation, we conducted a questionnaire-based study of students of a medical college. Aims and Objectives: The objective of this research study was to gain a better understanding of problems concerned with online learning methods. Materials and Methods: Undergraduate 1st year medical students of four different medical colleges of India were the participants. After ethical committee permission, responses were invited for a Google form’s questionnaire. Students were asked in detail about their choices. Results: Most students preferred the offline mode of study over the online mode. Majority of students preferred to keep their own camera off during online lectures. Biochemistry subject was considered comparatively easier and Anatomy was considered difficult to learn in online mode compared to offline mode. Few students felt comfortable with online learning of more than 5 h daily. Concentration in classes was deemed more difficult for online classes and majority of students felt a lack of motivation in online learning. Conclusions: Institutes using the online mode of learning need to address student’s problems before they mandate certain rules like keeping students’ videos on. Lack of motivation and screen fatigue are common problems among students which needs to be addressed by counseling or mentoring if necessary. Subject specific preferences of students need to be taken care of.
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Introduction : integration, an integrated approach to teaching medical subjects has not become popular in Medical Colleges in India. To develop, implement, and evaluate an Integrated Learning Program for theObjective: third-year professional students at a medical school in India. The ntegrated earning rogrammeMethod: I L P (ILP) was conducted for the first time in 2016 for a batch of 181 third year professional students of a Medical School in Western India. It was an integrated module employing correlation and vertical integration. It incorporated Interactive Lectures, Videos, Self-study, Clinical Visits and Home Visits. Student assessment was formative using pre and post Multiple Choice Questions MCQ test and case presentation through( s) checklists to assess clinical skills and home visit skills. Evaluation of the programme was based on feedback from the students and faculty members and report prepared by the students. The mean score ofResults: students in the knowledge domain assessed through Multiple Choice Questions (MCQs) for ILP on Iron Deficiency Anemia conducted at the end of the ILP was statistically significantly (P=0.022). The feedback from faculty members and students was positive, highlighting benefits of ILP as; integrated learning of the basic sciences, their application to clinical cases and active student learning. Few challenges were also identified like higher input required from faculty members. Most of the faculty members and students recommended that the integrated programme should be continued and extended to other parts of the curriculum. The study findings conclude that an integrated learning programme is beneficialConclusion: and is likely to improve quality of health care provided to the patients. It is feasible within a conventional medical curriculum of an Indian Medical School.
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Background: Clinical examination of Deep tendon reflexes is a skilled technique that should be taught in an interesting way. Newer teaching learning methods like Video assisted teaching can be utilized to facilitate self-directed and long term learning and to cultivate enhanced interest in the study.Method: Among 120 students are divided into 6 groups. Each group is divided into two batches of 10 members each. 6 batches are taught deep tendon reflexes separately by DOAP. 6 batches are taught deep tendon reflexes separately by video assisted teaching. At the end of teaching and 2 weeks later, each batch is assessed by OSCE . Objective Structured Clinical Examination checklist marks are systematically entered in an excel sheet and was analysed using unpaired t-test .The perception to each teaching learning method was assessed by feedback Questionnaire using Likert Scale.Results: On comparing between the effectiveness of video assisted teaching and clinical demonstration of the examination of deep tendon reflexes , students taught by video assisted teaching scored higher marks in the evaluation after two weeks, which was statistically significant. Regarding perception, students favoured both teaching methods for their effectiveness. For clarifying doubts, students favoured DOAP method. For reproducibility and better retaining of memory, students favoured video assisted teaching.Conclusion: Video assisted teaching was equally effective as DOAP in teaching deep tendon reflexes to medical students. For reproducibility and better retaining of memory, Video assisted teaching was perceived better as reflected in the better mean scores two weeks after the teaching sessions.
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Introduction: To achieve the goal of better health services, Medical Council of India (MCI) and MaharashtraUniversity of Health Sciences (MUHS) are regularly conducting three days Basic Medical Education Technology(MET) workshop for faculty development of medical teachers. The purpose of the basic MET workshop is toprovide basic knowledge, skills & attitude to all faculties in medical colleges which they can apply in day to daypractice in different areas of teaching learning and assessment methods. Hence, there is a need to study theimpact of faculty development program.Aims & Objectives: The present study was done to assess practices and attitudes of the medical teachers towardsbasic MET workshop and to study effective professional benefits of basic MET workshop.Materials and Methods: Total 71 faculty members who had undergone through basic MET workshop were respondedto validated questionnaire.Result: 54.9% faculty members have retained their knowledge completely about using audiovisual tools inteaching learning methods while 71.8% faculty members have retained their knowledge to large extent aboutdomains of learning followed by preparing essay questions (67.6%) and objective structured practical examination(64.8%). 63.4% faculty members benefited completely from using audiovisual tools effectively in teaching methodswhile 71.8% faculty members benefited markedly from modifying large group teaching followed by domains oflearning (66.2%), principles of adult learning and modifying small group teaching (64.8%).Conclusion: The study has revealed that the impact of basic MET workshop on medical teachers is adequate.Overall retention of knowledge and effective benefit of workshop is more than average.
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Background: The primary goal of medical education is to produce quality doctors and not just quantity. Heightened focus on the quality of teaching in the new medical college has led to increased use of student surveys as a means of evaluating teaching. Aim: This study was undertaken to evaluate various teaching methods and skills adopted by a teacher in Physiology lectures by first year MBBS students of two successive batches admitted in newly established Chandrapur Government Medical College. Methods: A pre-validated questionnaire consisting of 18 questions was given to 100 first year medical students of first two successive batches towards the end of their academic year and feedback was taken in the form of selecting the most appropriate option applicable (OPTION: A = Always, M = Most Often, S = Sometimes, N = Never). Total numbers of A, M, S and N were calculated and given 3, 2, 1 and 0 marks for every A, M, S and N circled respectively. Maximum possible score was 54. 45 to 54 marks – Exceptional teaching skills, 30 to 44 marks – Superior teaching skills, 15 to 29 marks – Average teaching skills, 0 to 14 marks – Room for improvement. Results: In the first batch, maximum score was given for having clarity with the concepts and being audible, using simple language and audio-visual aids and explaining them their errors and how better they can perform. In second batch, apart from this, maximum score was given for relating the topic with their lives, giving examples, summarizing the concepts, asking them to answer questions, applying information in solving problems, encouraging them to learn in different ways, listening their comments, giving them feedback and finding out frequently whether every student has learnt the skills. Conclusion: Every medical teacher who delivers a lecture should make teaching meaningful with clarity in the concepts and audibility, promoting active learning by the students, understanding the individual differences, giving feedback at regular intervals and ensuring mastery in the subject.
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Introduction: For medical students, second year is crucial, as they enter the clinical postings for the first time and are taught about the pathogenesis of disease, which will enable the students understand medicine with better concept. It is an agreed fact that regular reviewing of teaching learning methods of the teachers is necessary for improvement. Hence to find out the perception regarding the didactic lecture method being followed, the present study was conducted using feedback in form of questionnaire from students. Materials and methods: 197 II year MBBS students appearing for their Part II final university exams were asked to fill up the structured pre-validated feedback questionnaire regarding the didactic lecture method of teaching being followed at pathology department. Questionnaire included set of questions on T/L methods and on the changes recommended. Descriptive statistics were used in the form of frequency distribution and percentages were used to analyze the data. Results: Study showed female preponderance. Majority of the students found the subject to be interesting and agreed that knowledge about pathology helps in clinical posting. 35.53% of the students found general pathology to be difficult subject. Students were satisfied with clinical correlation, content and explanation given to clarify the subject during the lectures. Most of the students agreed that they were encouraged to asked questions and give answers during lectures, and were satisfied with the delivery and pace of lecture. Readability, usefulness and innovative methods S. S. S. Quadri, Shyamala Srujana, S Mahesh, B. Bheeshma. Undergraduate medical students’ feedback and perceptions on teaching learning methodology in Pathology at Government Medical College. IAIM, 2016; 3(7): 28-35. Page 29 during lecture presentation were found to be satisfactory. 56.33% of students agreed that didactic lecture is a very effective teaching learning method. Majority of the students felt the strong need for introduction of integrated teaching, case based and group discussion. Conclusion: Taking feedbacks from the students is one of the accepted and reliable methods of assessment. Majority of the students were satisfied with the present teaching learning method. Introduction of integrated teaching and case based and group based discussion was favored by majority of the students.
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Background & objectives: MCI recognized three days basic course in MET for medical teachers is a course for faculty development in higher education. In the present study the impact of programme on the teaching performance of faculty members after two years of the completion of the course was evaluated. Method : A Structured questionnaire was given to 41 teachers from the first two batches of three day basic course in MET at NKP SIMS, Nagpur, to seek individual opinion on the impact of the program and possible modifications produced in their teaching activities. The opinions of the faculty about their post course teaching activities were analyzed. Result: 1. 57 % Professors were benefitted substantially from interactive teaching techniques and structured clinical assessment, 57% markedly from adult learning, learning objectives, positive learning atmosphere, using audiovisual tools, preparing essay questions and preparing MCQ`s. 2.Associate Professors found audio visual tools, structured clinical exam, MCQ`s and adult learning useful 3.Lecturers were able to use MCQ`s, positive learning atmosphere, structured clinical assessment. 4. Newer assessment methods were introduced to undergraduate students more by faculty from clinical department ( 90%) 5. Research projects related to medical education were undertaken more by faculties from clinical departments. 6. Members from non clinical dept introduced new teaching methods and have undergone advanced training in Medical education more than clinical dept. 7. 84.21% Associate Professors introduced newer teaching learning methods 8. Research projects are undertaken more by lecturers. Conclusion: 1. Three day basic course helps teachers increase their knowledge regarding medical education and implement newer teaching learning and assessment methods to students. 2. Teachers are now sensitized to changes in medical education ,research and are ready to undergo advanced training and attend conferences.
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In this era of evidence-based medicine, innovative teaching learning methods coupled with appropriate mentoring are required to make the undergraduate medical students interested in the speciality of Community Medicine. Teaching research methodology to medical students by a hands-on approach along with mentoring by involving them in small, feasible, sustainable, and replicable studies on a topic of interest clearly showed renewed interest among students toward the subject.
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Background: Medical education has become dynamic and challenging. But teaching time has remained the same, In fact it is reduced to one year for I M.B.B.S. Though the curriculum is meant for I MBBS students, they were never involved directly in planning the curriculum and assessment methods. So this study is an effort to throw some light on what students feel about the current scenario. Materials and Method: Input from 200 I MBBS students were collected by using a questionnaire comprising of questions relating to the curriculum, teaching methodology and assessment techniques in the Department of Physiology at B. J. Medical College, Pune. Results :50% students felt that the duration of I MBBS should be 10-12 months while 31% felt that it should remain same (8-10 months). Regarding most enjoyable way of learning 46% students said Practical’s are most enjoyable way of learning followed by Lectures (30%).About the usefulness of various teaching aids, 71% students felt that PowerPoint presentations are most helpful for understanding the topic. Students strongly felt that one system should be taught by single teacher (78.5%).For clinical demonstration in physiology, 55% students think ratio of teacher to student should be 1:25. Regarding assessment, 70% students felt that it should be at the end of each system. As far as the mode of assessment is concerned, 53% students felt that short answer questions are the most effective way of theory assessment Conclusion :Planning about the duration of course, teaching methodology and assessment techniques can be revised taking into consideration the student’s opinion.