Physiology teaching methodology – Perspective of undergraduate medical students

Background: Proper understanding of concepts of physiology forms basis of good clinical practice. To make the lectures in physiology more interesting and understanding, one has to review the teaching methods at regular intervals. Aims and Objectives: This study is designed to get feedback regarding teaching methods in physiology from MBBS students of Government Medical College, Kozhikode, to make teaching more effective. Materials and Methods: Two hundred randomly selected students who successfully completed 1st-year MBBS are included in the study group. The standard questionnaire is shared to study group through Google forms and adequate time is given to record their responses. Descriptive statistics are used. Frequency is expressed in percentage. Results: Most of students prefer interactive teaching methodologies such as group discussion as their preferred mode of learning rather than conventional didactic lectures in whole batch. Students also like to have integration with other subjects and early clinical exposure to understand the concepts precisely. Conclusion: Teaching in small groups with proper integration and alignment with other subjects will make maximum results rather than the traditional teacher centered medical education. Periodic review of teaching methods is very much essential to make the subject more interesting.

Application of clinical cases related problem-based-learning in critical care medical education / 中华医学教育探索杂志

Objective To evaluate the application of clinical cases related problem-based-learning (PBL) method in critical care medical standardized resident training program. Methods 84 residents were randomly divided into experimental group (n=42) and control group (n=42) by lottery way. The experimental group received PBL process during clinical case analysis while the control group learned completely through traditional teaching method . The residents' clinical competence were assessed by multiple scale mixed method including question bank examination (QBE), case-based discussion (CBD), direct observation of procedural skills (DOPS), simulation etc, and Likert-type scale questionnaire was used to evaluate the feedback of training residents. SPSS 17.0 was used to do line t test to the data of both groups. Results Finally 84 residents finished the study. There were no difference in the general conditions in two groups. The PBL group achieved higher examination score during QBE [(80.26 ±8.89) vs. (86.10 ±9.32)], CBD [(84.83±5.43) vs. (75.36±6.06)], DOPS [(88.81±6.68) vs. (82.70±6.98)], simulation [(79.86±10.09) vs.(72.71±9.30)]. Except two groups residents all gave high scores in enhancing cross connection in clinical knowledge [(4.786±0.470) vs. (4.571±0.859), P=0.16], and the questionnaire results showed that the resi-dents of PBL group gave higher points in exciting autonomous learning, improving clin-ical analysis ability, accelerating clinical thinking establish, developing independent thinking habits, improving the clinical communication skills and teamwork ability (P<0.05). Conclusion The clinical cases related PBL method can improve the training effects during critical care medical standardized resident training program. It can be used broadly after adapting modification in critical care medical education.

Analysis of students’ feedback about teaching in department of physiology.

Background: Students’ feedback about teaching-learning process is recognized to be a valuable tool for the teacher who strives for excellence in his performance. In our department, we regularly obtain feedback from students by way of a questionnaire. Objectives: 1.To assess the effectiveness & quality of teaching. 2. To implement changes wherever possible so as to improve effectiveness of teaching and to make it more studentcentered. Materials & Methods: A questionnaire was administered to students to obtain their feedback about teaching in Dept of Physiology. It had questions about teaching methodology, evaluation and those of general nature. To enhance validity, it was anonymous & it was taken after the students had passed I MBBS examination. Results: Majority of students seem to prefer greater use of powerpoint along with blackboard. They have expressed interest in computer-assisted teaching. Seminars, quizzes and guest lectures are regarded as good adjuvant to routine teaching. They have suggested MCQ tests and theory viva after finishing a particular system and periodic practical tests. They have found pace of teaching comfortable but have protested about lack of time for extracurricular activities. Discussion & results: Based on students’ feedback, certain modifications were made in the Departmental teaching. Students’ feedback about positive and negative points of individual teachers was communicated to them.

Assessment of perception of first professional MBBS students in India about a teaching learning activity in Biochemistry.

Objectives: To obtain feedback from the 1st Professional MBBS students on their perception of the existing method of lecture classes in Biochemistry. Method: A semi-structured questionnaire based study was conducted at the Department of Biochemistry, Medical College and Hospital, Kolkata, West Bengal, India, under the West Bengal University of Health Sciences. The subjects were the 1st Professional MBBS students in the 1st semester of the academic year 2008 – 2009. Results: Three items with the highest and least Satisfaction Index were segregated and compared against an ‘average satisfaction’ of 66.67%. The summary of the consolidated observation on the most appreciated and least appreciated aspects and suggestions for improvements were taken into consideration and discussed. Further, Interpretation of the feedback reflected that the learners still preferred to be taught in a predominantly individualized care-based environment. Conclusion: Feedback from the students facilitates a change in preconceived notions about teachinglearning principles on the part of the faculty. At the same time, it is evident from the feedback obtained that the students still prefer to be taught in an individualized care-based environment which reflects their lack of or incomplete attitudinal shift towards the more institutionalized care-based environment of a medical education institution.

Developing an evaluation system for undergraduate teaching.

Many teachers teach with very little concern about their own teaching skills. Thus they miss the opportunity to identify the lacunae in their teaching. Hence the present study was undertaken to develop an evaluation system for undergraduate teaching and to test its acceptability and workability. The evaluation system was aimed to identify lacunae in teaching and encourage the teachers to overcome them. An objective type questionnaire which could evaluate the teaching skills like set induction, content, presentation, student teacher interaction was designed. Five randomly selected teaching sessions of each teacher were evaluated. The anonymity on the part of students and teachers was maintained. The lacunae noticed in teaching and ways to overcome them were discussed with each teacher individually and confidentially. The teachers were encouraged to overcome them. The evaluation system was found to be workable, acceptable and easy to implement. It was useful and effective for evaluation and improvement of the faculty. It was also found to be inexpensive and less time consuming. The students’ feedback can form a workable and inexpensive system to evaluate and improve the faculty. Such a study is beneficial for the teachers, students as well as the institution. Such a regular system of evaluation can help considerably to develop the faculty as well as to improve the standards of teaching. When coupled with peer evaluation, the system established in this study can be used to assess and improve the individual / departmental teaching.