Student perception of learning modalities in physiology in integrated curriculum

Background: Currently most of the medical schools are incorporating innovative medical curricula in their bachelor programs. Most of the institutions are moving towards a more student centered approach to learning and assessment. Physiology being one of the mandatory basic science disciplines is also experiencing these changes. Student learning is always related to the teaching methodologies being used. Student's perception of the various teaching methodologies is useful in improving the quality of learning in medical education and to evaluate the student perception of different learning modalities in physiology in an integrated curriculum

Methods: Study was conducted on 100 medical students of 1st and 2nd Year. Participating students were explained the purpose of study. Based on the teaching methods practiced in the department of Physiology at Ziauddin Medical College, a survey questionnaire was prepared and given to the participants. The questionnaire consisted of questions enquiring about the preference of different learning/ teaching methods and the reason for the preference

Results: Majority of the students of 1st and 2nd year MBBS selected Problem based learning [PBL] 48% lecture 40% and small group session 7 % and other teaching method 5%

Conclusion: Problem based learning was found to be the preferred learning modality to study physiology and lecture was the most helpful method in preparing for exams

Impact of academic interventions on students performance in electives

Background: Elective clinical rotations have become a significant part of most of the medical educational curricula. Evaluation of electives is imperative to assess their usefulness in achieving the objective of improving the competencies of graduating students. Results of these evaluations can be used to guide future academic developments

Objective: The purpose of this study was to assess the change in the performance of medical students after academic intervention based on the results of evaluation of previous year electives

Methods: Students' performances in elective rotations were evaluated in the year 2012 and again in 2013 after bringing modifications in teaching / learning program. The data collected was from 60 students. Students consisted of two sets, those who completed their electives in the country while the other completed their electives abroad. Scores were calculated in three distinct domains of education i.e knowledge, attitude and ethical behavior. Independent Sample T test was applied to compare the scores

Results: Findings suggest that as a result of the academic interventions carried out in 2013 in the educational program by the combined efforts of the faculty and students, the scores for all the three educational domains in both the local and abroad groups improved considerably

Conclusion: Study findings conclude that active curricular interventions play important role in improving the outcomes of teaching programs