Perception of undergraduate medical students toward online learning in comparison with traditional learning

Background: The E-Learning has significant impact in developing medical education and accepted by medical students. It can be used either as sole platform for teaching or can be integrated with traditional teaching. However, during the time of COVID-19 outbreak, online learning was ahead and continued to provide education in the pandemic phase. Aims and Objectives: The study was aimed to assess medical students’ perception toward usefulness and challenges of online learning and to compare the students’ perception toward online learning and traditional learning. Materials and Methods: This survey based educational study was carried out among total no of 501 undergraduate medical students of our institution. A pre-validated structured feedback questionnaire was sent to the participants and the response was collected. Results: Out of 501 students, a total number of 201 (40.11%) students experienced that the online learning is not comfortable as well as it is exhausting in comparison of face to face learning. About 255 (50.8%) students thought that online learning does not motivate students for interactive learning. It was found that 52% students preferred traditional with online learning, 41.51% students liked face to face learning while only 6.38% students have chosen only online learning. Conclusion: The online learning has its own advantages but, classroom-based learning is still most preferred by students for effective learning in terms of motivation and interaction. However, it can be incorporated in traditional learning for better teaching learning experience.

COMPARATIVE STUDY OF CASE BASED LEARNING WITH TRADITIONAL TEACHING METHODS IN BIOCHEMISTRY FOR FIRST YEAR MEDICAL STUDENTS

Background: Case based learning (CBL), is a learning method aids learner to reorganize, elaborate their information and provide connection between current and new information. Moreover CBL is student centered, taken in small groups where teacher acts as facilitator or guide. This study was planned to perceive the need for initiating CBL, this study aimed to compare the biochemistry teaching among first year medical students with that of traditional teaching. Methods This is an observational study conducted from August 2021 to December 2021. This research study was conducted on 99 students of First year MBBS students. Ten ideal case scenarios on the topic of protein energy malnutrition(PEM) in children and acid base balance were prepared, and pre validated by the faculty of Biochemistry, Paediatrics and Surgery medical education department in our institution. CBL was introduced and total three sessions were conducted and compared with traditional teaching. Results The mean (±SD) value of the score of gain in knowledge was 3.90±1.86 (n=99) for the batch of students who attended case based learning while the mean (±SD) gain in knowledge for the batch who underwent, traditional learning ( TL) was 2.60±2.29 (n=99). A paired t-test comparing didactic lectures with self-directed learning showed that the scores following didactic lectures were more compared to SDL and the results were statistically significant. An unpaired t-test comparing case based learning to SDL also showed statistically significant gain in knowledge following didactic lectures. Conclusion This study clearly showed that CBL is more effective over traditional teaching for our first year MBBS students and for covering a wider area.

Introduction Of ‘Case Based Discussions In Teaching Biochemistry And Its Impact On Learning Of Students

Background:When topics of clinical importance are taught by didactic lecture, knowledge gained is hardly retained till the clinical teaching starts in the later years. So, we introduced ‘Case Based Discussions’ while teaching Biochemistry. Material And Methods:Students of II semester were divided in three groups-Group A and B was taught ‘Liver function tests’ by Didactic Lectures. Group B and C were further subdivided and taught through Case Based Discussions in which students collaborated in a small group environment to work through paper-based cases. Students’ understanding of the topic was assessed using a test paper and written feedback was collected from the students in first year to know their perception towards two methods of teaching and then in final year toknow if CBD sessions were helpful in clinics. Result:Mean total marks obtained by students of Group B were higher than those obtained by group A and C. Students perceived CBD sessions more stimulating educationally than traditional lectures and also found them helpful in clinics. Conclusion:Traditional teaching along with CBD resulted in significantly better test scores of students and promoted a deeper understanding of the basic concepts of Biochemistry to relate and link to patient cases in clinics.

Introduction Of Case Based Learning In Teaching Of Biochemistry In IGIMS Patna.

Background & Objectives: Biochemistry is the basic science subject of first year MBBS course. It describes all the biochemical reactions occurring in the body, which makes the subject difficult and the student looses interest in it. In our institute, teaching is done mainly by didactic method. We introduced case based learning method (CBL) for teaching. The objective of this study was -1. To compare score of students by two methods of teaching – traditional lectures and case based methodology. 2. To evaluate student’s feedback regarding their perception to case based learning. Methods: After getting written consent from 1st year MBBS students , they were divided into two groups. One group (50 students - case) was taught by case based learning method and another group (50 students control group) was taught by traditional method. Improvement in their performance was assessed by MCQ and statistically compared. Perception of both groups about CBL was taken by a set of questionnaire based on Likert’s scale. Results: Statistically significant increase in performance of student taught by CBL method than student taught by traditional method was seen. Student’s and faculties’s perception about CBL was positive. All students found the CBL as effective method for learning. Conclusion: CBL is a good teaching learning method to increase involvement and interest of student in learning and enhance their academic performance. [Dr. Rekha K NJIRM 2016; 7(5):82-86]

Acceptance And Impact Of Integrated Teaching In Undergraduate Medical Student: An Observational Cross- Sectional Study.

Background & Objective: Among various method of medical education integrated teaching help in integration of basic, clinical and psychosocial sciences. Integrated teaching involves bringing together traditionally separate subjects so that students can grasp subject with more authentic understanding. We conducted the study to compare this scientific method of teaching with traditional learning and also obtained student’s and teacher’s feedback. Methodology: After approval from ethic committee faculty members from various departments we arranged integrated teaching program on important topic. Basic science faculty were made toparticipate actively in both case based learning and hospital visits along with clinical experts. The completed program was evaluated based on structured questionnaire and student and teacher feedback. Results: Among 58 students of 8th semester students, Pre test (TL) and post test (IL) mean of incorrect answers out of 10 structured questionnaires were 4.5517 and 2.9310. There was 35.5% improvement in result after integrated method of learning. 63% of faculty members felt that integrated teaching could be very useful. 85% students were enthusiastic about the new teaching methodology& felt that they had a better clinico pathological correlation. Conclusion: The new method of integrated teaching was found to be more effective than the traditional one. This method was well accepted by faculty as well as students. So it is need of today’s medical curriculum.

Effects of problem-based learning and traditional teaching learning on students' long-term memory and clinical practice ability / 中华医学教育探索杂志

Objective To investigate effects of problem-based learning (PBL) and traditional learning (TL) on students' long-term memory and clinical practice ability. Methods Totally 79 5-year-program undergraduates of 2006, 2007, 2008 grade in school of clinical medicine of our hospital were randomly divided into PBL group (n=38) and TL group (n=41). The teaching effects were evaluated by two exams as well as teachers' subjective impression. SPSS 17.0 statistical analysis software was used;exam results were expressed as x±s; t test and rank sum test were used to analyze the exam results and subjective impression. α=0.05 was set as inspection level. Results In the second exam after 6 months, the mean exam scores were (76.66 ±5.94) and (73.59 ±5.74) in PBL group and TL group, without significant differences between the two groups (t=1.85, P=0.068). However, at clinical intern-ship stage, PBL group outperformed TL group based on the subjective evaluation (P=0.065, 0.277). Conclusion PBL can culture students' ability of problem-solving, but it is limited in culturing long-term memory.

The teaching practice of problem-based learning model in obstetrics and gynecology in com-bination with traditional learning model for seven-year medical students / 中华医学教育探索杂志

It is very important and necessary for seven-year students to accept good medical education.There are advantages and disadvantages when problem-based learning model and traditional learning model are used in teaching practice.How can a seven-year student be-come an excellent doctor is a very important problem in teaching practice of clinical medicine including Obstetrics and Gynecology.Problem-based learning model in combination with tradi-tional learning model is a good choice for seven-year students.Anatomical model of the human body,multimedia and internet can be used in teaching practice of problem-based learning model.