RESUMEN
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.
RESUMEN
Medical colleges in India follow a curriculum with a large body of knowledge pertaining to basic sciences and clinical disciplines. Use of innovative techniques in teaching has certain advantages which include increasing teacher and learner enthusiasm and improving participation of the students. We combined the use of pre-/post-test in vertical integrated teaching to increase the effectiveness of the teaching process. An innovative vertical integrated teaching session was carried out for final MBBS students. A total of 35 students participated. A pre-test questionnaire was given to all the students to identify basic knowledge about the subject (HIV). Then the faculty conducted sessions on HIV, followed by a post-test questionnaire. This study revealed that students have improved their knowledge by the new teaching-learning method. The students were enthusiastic towards the new teaching-learning method. The faculty showed enthusiasm towards this new approach but were of the opinion that this method could be applicable only to selected topics. The teachers agreed that immediate feedback can be obtained from the students regarding acquisition of knowledge.