RESUMO
Background: First year MBBS curriculum in Biochemistry is taught by the conventional methods of teaching in which didactic lectures share almost 70% of the total content load, in which students fail to grasp the importance of biochemistry and its significant contribution in medical laboratory science. Hence, case-based learning (CBL) is being used in the medical curriculum, so that students are exposed to the real-life medical problems. Aim and Objectives: The study aimed implementation of CBL sessions in 1st year MBBS students and to analyze perception of students and faculty about the effectiveness of CBL method. Materials and Methods: A group of 150 students of Phase 1 MBBS course was selected for interventional study comprising two teaching-learning sessions on two core topics in biochemistry. Pre-test and post-test were conducted before and after the CBL session. A third test was conducted 1 month after the post-test to assess retention of knowledge gained by the students. The performance of the students was analyzed. Results: Pre-test and post-test analysis showed a very significant improvement in performance of the students after the CBL sessions. About 95% of the students and 90% of faculty reported that CBL sessions were useful to facilitate critical thinking through active learning. About 85% of students and 80% of faculty expressed that CBL helped in bridging the gap between theory and practice. Conclusion: It is evident from the present study that CBL in biochemistry can be implemented as innovative and effective teaching module to achieve the learning objectives. Case studies encourage active learning, promote critical thinking, and instill motivation in the subject.
RESUMO
Background: Lectures have always been the most popularly used teaching-learning method since time immemorial. However recently in today’s computer age, PowerPoint method has gained popularity over traditional blackboard teaching method. The use of the blackboard by a teacher depended on teacher’s ability to draw and write on the board. It provided a variety of opportunities for modifying the presentation of the subject content. Chalkboard aid is inexpensive, easy to clean and reuse, allows students to keep pace with the teacher, and is not dependent on electricity. PPT has the advantages of using colors, fonts, diagrams, and animations. Aim and Objective: The aim of this study was to compare blackboard teaching method with PowerPoint teaching method by pre- and post-questionnaire and evaluation of feedback from 1st year MBBS students in the subject of physiology. Materials and Methods: This comparative study was conducted at Nootan Medical College and Research Center, Visnagar, Gujarat on October–December 2019 as a part of Project for the Advance Course in Medical Education. A total of 150 students were participated and their consent was taken. After that, students were divided randomly into two groups, Group A and Group B, each having 75 students. Two different topics with same difficulty level were taught to both groups by both the methods with pre- and post-test of five multiple choice questions. After that, feedback questionnaire with ten questions was given to both groups regarding both the methods. Results of pre- and post-test were analyzed by paired t-test. Results: Mean post-test result for blackboard method was slightly higher than that for PowerPoint Method. Values are statistically significant when analyzed by Paired t-test. Conclusion: Blackboard teaching method is preferred over PowerPoint teaching method in the learning physiology by 1st year MBBS students. Blackboard teaching method has more retention rate, better understanding of topic, and more interactive, effective, and sufficient time available for taking notes.