RESUMEN
Background: All the metabolic pathways, reactions, regulations… Biochemistry seems to be very difficult for 1stMBBS students. Consequently most advanced topics, without a strong basis, difficult to learn, understand, remember and recall. Hence there is no motivation to go ahead for subject studies and leads to difficulty in correlating the knowledge of Biochemistry with clinical conditions. Aims & objectives: i)To improve the 1stMBBS student’s learning process by active participation in poster presentation competition. ii) The students should be able to study the Biochemistry actively, interestingly. Material & Methods: From 150 students, 30 groups each with 5; were formed. The topics selected for the poster presentation competition were having clinical application. Pre-test viva was conducted before, and post-test after the poster presentation. Posters were assessed, by the subject expert and 2 senior teachers. Three best posters were awarded. Results: Improvement in performance of students in post-test (Mean6.993 ± S.D. 1.358) after the poster presentation was highly significant than the pretest poster presentation was highly significant than the pre-test (Mean4.779± S.D. 1.447) (p<o. 00). Group discussion allows student to recognize meanings, express themselves in the language of the subject. The students gain a degree of self-direction & independence in their studies. Conclusion: Poster presentation proved that, it is a useful tool for the motivation of 1st MBBS biochemistry students for studies;& helpful to prepare students to satisfy their clinical responsibilities. Take Home Message: Such type of motivation when used for all 3 basic subjects of MBBS will be helpful to build the basics of the student.
RESUMEN
Background: The objective of this study was to provide an extrinsic motivation for learning and allow it to translate into intrinsic motivation during the activity. To generate an interest and to have a better understanding of pharmacology by preparing models and posters. Methods: The present study was carried out among the second year MBBS students. The topic selected was “pharmacotherapy of diabetes mellitus.” A formal announcement was made 30 days in advance. Didactic lectures were taken as per schedule. Ninety-seven students were divided into 18 groups of 5-6 student’s each. Nine groups were allotted to prepare models and nine were allotted to prepare posters. On the assigned day student’s presented their posters and models with enthusiasm. The best three posters and three models were awarded. Feedback forms in the form of questionnaire were given to the students. The students had to grade the answers: 1: little help, 5: extremely helpful. 1-2: low score; 3: medium score; 4,5: high score. Results: Chi-square test was applied to all answers except eighth. The answers showed Chi-square value more than 9.21 and p<0.01, which is considered statistically significant. As for the eighth answer, 77.7% students scored it 4-5 (high score).The sample size for 1-2 (low score) was only 3: so Chi-square test was not applicable. Conclusions: The poster model competition did generate an interest in the topic. The students had a new avenue to express themselves and in the process gain more knowledge in an enjoyable manner. Learning is facilitated when students themselves play an important role in the learning process. Poster-model competition can be incorporated as a teaching-learning tool to encourage and motivate students who lack intrinsic motivation.