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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: Self-directed learning (SDL) is a process in which individuals assume the responsibility of identifying their learning needs, setting goals, locating sources, developing and implementing proper strategies, and evaluating the outcomes of learning both individually and collectively. The advantages of SDL include, but not limited to, gaining more autonomy in learning, having higher motivation for it, acquiring lifelong learning skills, and developing greater self-control, self-confidence, and self-management. SDL has become popular in medical curricula and has been advocated as an effective learning strategy for medical students to develop competence in knowledge acquisition. Aim and Objectives: To introduce self directed learning in the Department of Anatomy, to encourage faculty members to accept SDL as a Teaching Learning method and encouraging students to develop an attitude of self directed learning & to become lifelong learners. Methodology: After proper sensitization of the faculty & students regarding SDL, two sessions were conducted during the Anatomy Dissection Hall timings of the First Year students. The performance of the students, in the SDL topics was assessed using the MCQ & SAQ tests. Feedback regarding the SDL methodology was taken both from the students as well as the faculty. Also the Questionnaires were given to students applying Fischer’s Self Directed Learning Readiness Scale (SDLRS) & Jefferson Scale of Life Long learning –Health Profession Version (JeffSLL-HSP) & the results were statistically analyzed. Results: A total of 126 MBBS students of the first semester participated in SDL session and most students scored more than mean score in the tests after SDL sessions, there was a fourfold increase in the number of students scoring more than 80% in the two SDL tests. Also participating students showed high readiness towards SDL and were oriented to become Life Long Learners. Conclusions: SDL can be effectively implemented in the Department of Anatomy and it motivates students to become life long learners.
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Rationality:WhatsApp has been accepted as one of the commonly used social media for communication, texting, instant massaging by us. Now, when the Medical Council of India is stressing upon the Self-Directed Learning, e-learning; and the UG medical curriculum is shifting towards the Competency based medical education; at this juncture this study has been conducted to observe the acceptability of the WhatsApp based learning of the students. Aim:To analyse the feedback of the students for the WhatsApp based group discussion introduced in parallel to the Method: In the tenure of one and half months the Abdomen- viscera demonstration classes a WhatsApp group has been formed with the students. Students were provided with different provoking questions and they were asked to search out the replies by searching internet, books, journals and to post in the group. After the Part-completion, a feedback has been obtained from the students regarding their perception for acceptability of the WhatsApp based discussion in parallel to the classical class-room teaching. Result: majority of the students have replied that (1) It helped them to clear doubts, (2) There was constant schrynchonus or aschrynchonus communication with peers as well as the facilitators, (3) It helped them to study at their own place, at own time, (4) It helped them to participate in the group discussion, even when they stayed apart, (5) It provoked them to find the internet to solve the answers of the questions, i.e. it otherwards, it helped them for self-directed learning unknowingly. Conclusion:Self directed learning, peer assisted group discussion when perceived as one of the positive attribute for the WhatsApp based group discussion, on the other hand the teaching-learning hours also expands outside the class-room hours. So, the core-competencies may be taught in the on-site classroom, whereas the other non-core areas as well as problem-based questions may be discussed in the social media platform with the students
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Background& Objective: Information technology has taken a very vital role in everyone’s life. Students are using these technologies in day to day life. Social media has become one of the major tool for sharing thoughts, knowledge and photos from anywhere. Microbiology is one of the important subjects in the curriculum of Second year BDS students. They feel little difficult to understand and are often reluctant in asking doubts in the classroom. Facebook as a teaching learning tool was introduced to know feasibility, accessibility and improvement in performance in second year BDS students. Methodology:Sensitization to the whole class about the purpose of the study was done. Students were divided in two groups through random selection as Facebook and control group. They were exposed to the didactic lecture method for various topics. Later it was shared and discussed with Facebook group. Finally formative assessment was done with multiple choice questionnaires. Feedback from the Facebook group was taken to know feasibility and accessibility. They were also asked to comment about the concept of using Facebook as teaching learning tool. Performance was analyzed with the help of Chi Square test after entering marks in Excel sheets.Results:Facebook group performed well compared to the control group in formative assessment. The difference was statistically significant. Facebook group also commented positively on the idea of using Facebook as a teaching learning tool. Conclusion:It is concluded that social media such as Facebook can become one of the teaching learning tool for better performance in dental students.[
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Background: Significance of Small Group Discussion as a teaching learning method is yet to be explored in teaching Biochemistry for medical students in India. Hence, this experimental pilot study was undertaken to assess the effectiveness of small group discussion for first year MBBS students in learning Biochemistry. Materials and Methods: A voluntary group of 40 first year MBBS students were chosen randomly for the study comprising of both high achievers and low achievers. Study was conducted on a particular day for five consecutive weeks. In each session, small group discussion study pattern included a pretest followed by group discussion then by a post-test. Participants‘ feedback was obtained after completion of the study. Statistical comparisons were done on each PAIR (pre-test and post-test) of Mean scores obtained and Pearson‘s correlation co-efficient were calculated for each pair. Statistical significance was obtained at p<0.05. Results: Mean post-test scores were increased compared to mean pre-test scores in each PAIR and the increase was statistically significant. Significant positive correlations were observed between pretest scores and post-test scores in all PAIRS. Majority of the study group felt that small group discussion method will enhance their learning and memory. Conclusion: This pilot study emphasizes that small group teaching is an effective teaching learning method to develop the student‘s critical thinking and problem-solving skills. However, larger studies at several medical colleges for a longer duration have to be undertaken before arriving at a conclusion.
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Background and objectives: Student-led seminars (SLS) are being used as a teaching-learning method for undergraduate medical students in the Gulf Medical University, Ajman. Student feedback, however, ranked SLS as a poor teaching-learning method. Objectives were to assess effectiveness of a modified format for student-led seminars in the undergraduate medical curriculum. Methods: SLS was modified into a presentation followed by a quiz, to make it more interactive and student centred. The new format was implemented midway in the academic year. Student perceptions regarding SLS sessions were surveyed using an anonymous questionnaire and scored using a likert-like scale. Statistical significance (p < 0.05) was tested using the Wilcoxon signed ranked test using the SPSS19 software. Results: The new format was reported to be significantly more interesting, interactive, fun and made them feel more like a team. High number of students reported ―gained new knowledge‖, ―enjoyed learning through seminars‖, ―learnt new things from my colleagues in the seminar group‖ and ―enjoyed working with my colleagues for my seminar‖. Scores for ―improvement in communication skills‖, ―learnt to make a formal scientific presentation‖ and ―gained self-confidence after presenting the seminar‖ were also high. Conclusions: Since the main use of SLS as a teaching-learning method in Gulf Medical University, Ajman is to inculcate self-learning, peer-learning, teamwork and communication skills, the new format is significantly better at achieving the outcomes.