Student-led seminars as a teaching-learning method: evidence of effectiveness of a modified format

ABSTRACT

To [i] modify SLS to a new, more interactive and student-centered format that would align better with the learning outcomes and [ii] assess student perceptions regarding SLS sessions. SLS were redesigned into a presentation followed by quiz format, to make them more interactive and student-centered. The students were seated in teams during the whole session. They were assessed on their own seminar presentation as well as team performances in the quizzes after the seminars. The new format was implemented midway in Year 1 of the MBBS program. Student perceptions regarding SLS sessions in the new and the old formats were surveyed using an anonymous questionnaire and scored using a Likert-like scale. Statistical significance [p Mann-Whitney U test using PASW 19 software. A significantly higher number of students in the new format of SLS responded "Seminars encourage me for self-learning", "I gained new knowledge in the seminars", "I enjoyed learning through seminars", "I understood the topic when presented by my colleagues", "I learnt new things from my colleagues in the seminar group" and "I enjoyed working with my colleagues for my seminar". The new format was significantly more interesting, interactive, fun and made them feel more like a team. Many students reported "improvement in communication skills", "learnt to make a formal scientific presentation" and "gained self-confidence after presenting the seminar". Since the main use of SLS as a teaching-learning method in GMU is to inculcate self-learning, peer-learning and communication skills, the new format is significantly better at achieving the outcomes: