Impact of career choice on learning of medical students

To observe the effect of selection of profession on learning of medical students. It was a cross sectional questionnaire based study conducted from February 2009 till 2012 on first year medical students of Bahria University Medical and Dental College. Students were stratified into two groups on the basis of selection of profession on their own [Group A] and by compulsion as [Group B]. The responses in terms of active learning were acquired by participation in group discussions, work based learning, interaction with teachers, and peers. The frequencies of responses were analyzed and both groups compared by chi square test. Group A [Opted] comprised of 263 [71%] students as compare to 105 [29%] students in Group B [p<0.001]. Group A had 248 [94%] girls whereas 65 [62%] boys were there in group B. Participation in discussions 231 [88%] of Group A was significant as compared to 73 [70%] in group B; p=0.01. Critical reasoning in Group A students; 229 [87%], was more in comparison to 73 [70%] in Group B [p=0.04]. Interaction with teachers and peers was in Group A was identical 229[87%] vs. 65[62%] and 81[77%] in Group B respectively; p=0.0001, 0.014. Group A students were confident, explored personal attitudes, worked in group and improved by feedbacks. Majority of students predominantly the females selected medical profession on choice. This selection was reflected on learning of students and they were found to be active learners

Interactive lectures: a perspective of students and lecturers

To evaluate usefulness of lectures in learning of basic science subjects by students and lecturers. It was a survey carried out in Bahria University Medical and Dental College after completion of six modules of teaching in Basic Sciences from January 2009 till December 2010. Response on usefulness of interactive lectures [IL] was acquired by a questionnaire designed separately for students and lecturers. The data was interpreted by soft ware "Statistical Software for Social sciences" [SPSS] version15. The perception of 97 students and 15 lecturers indicated usefulness of IL in better understanding of subject content. Majority of lecturers [93%] were convinced with its role in concept visualization. They were however not convinced with its role in persistence of interest and student's interaction [33%]. Majority of students [84%] were satisfied with delivery of content [p<0.005], 89% understood structural and functional relationship by the teaching methodology however felt need of its improvement in terms of relevance of knowledge in applied sciences. The lecturers and students agreed upon usefulness of IL and its continuation as part of core curriculum in teaching of basic science subjects

Evaluation of integrated learning program of undergraduate medical students

When medical schools attempt to place, up to date information without coherence into their vast curricula, students face an overwhelming burden of dispersed information and desperately opt for rote memorisation rather than understanding. The objective of this study was to compare response and performance of students as a result of change from non-integrated to integrated curricula. The need of integration came from students' response to a non-integrated curriculum. Integrated Learning Program [ILP] was designed by curriculum development and integration committee. A structured questionnaire on perception of teaching methodologies and active learning was obtained from 95 students and 14 faculty members. Assessment test results were compared with a nonintegrated module. Overall satisfaction with ILP was shown by 78% students and 72% faculty members. The students realised greater command on subject and utility of course for better prospects in university exam and clinical orientation. Significant test performance was observed [p<0.001] by integrated curriculum. Competency based education and professional learning of medical students can be enhanced by complete integration in basic sciences curriculum