scholarly journals Perception of medical undergraduate students about teaching learning methods and assessment tools used in a medical college in India

2017 ◽  
Vol 4 (8) ◽  
pp. 2924
Author(s):  
Arun Singh ◽  
Rashmi Katyal ◽  
Shalini Chandra ◽  
Hari S. Joshi ◽  
Kashmir Singh
Keyword(s):  
Undergraduate Students ◽  
Vertical Integration ◽  
Teaching Methods ◽  
Medical Curriculum ◽  
Descriptive Analysis ◽  
Assessment Tools ◽  
P Value ◽  
Learning Methods ◽  
Medical Undergraduate ◽  
Teaching Learning

Background: New teaching-learning methods and assessment tools can be used to enhance the learning among the medical students. But their views are important for the faculty members who are holding the decision making posts.Methods: The duration of teaching session was 2 hours 5 minutes using six teaching-learning methods. Out of total 119 students the perception and level of awareness of 96 students were recorded about the six teaching-learning methods and five assessment tools in the pre and post-tests. Descriptive analysis was done. The students paired “t” and ANOVA were used for statistical analysis and “p” value <0.05 was taken as statistically significant.Results: Vertical integration was strongly agreed upon as the best method and among the three traditional teaching methods the case demonstration was the most liked method of teaching by the students and. Among the interactive teaching methods, the case based learning was the most liked method by the students. Out of total five assessment tools the MCQs was the most liked. Similarly, OSCE and DOPS were considered to be better assessment tools as compared to others (P-value significant being <0.05).Conclusions: Vertical integration will be more helpful in real professional life scenario than in passing the exams which should be incorporated in medical curriculum.

scholarly journals Study of impact of vertical integration in medical education in a medical college of India

2017 ◽  
Vol 4 (9) ◽  
pp. 3328 ◽  
Author(s):  
Arun Singh ◽  
Rashmi Katyal ◽  
Shalini Chandra ◽  
Hari S. Joshi ◽  
Kashmir Singh
Keyword(s):  
Medical Education ◽  
Comparative Analysis ◽  
Undergraduate Students ◽  
Vertical Integration ◽  
Assessment Tools ◽  
P Value ◽  
Medical College ◽  
Medical Undergraduate ◽  
Medical Undergraduate Students ◽  
Paired T Test

Background: It is postulated that memory of basic sciences in medical curriculum and its correlation with clinical work among undergraduate students is less than expected, which drives into the dire necessity to vertically integrate the subjects. The aims and objectives of the study were to assess the impact of vertical integration of teaching among medical undergraduate students of a medical college and to assess the perceptions of the medical undergraduate students about the vertical integration of teaching during lecture classes in a medical college.Methods: Ninety six out of 119 second MBBS students had undergone vertically integrated sessions by six departments of a medical institute on assessment and management of diarrhoea using four interactive methods and two traditional teaching methods during April 2015 to September 2015 among the M.B.B.S. students of Rohilkhand Medical College and Hospital, Bareilly. Inclusion criteria were all the M.B.B.S. 2nd year students of 2013 batch were included in the study. Exclusion criteria were the M.B.B.S. students who were absent on the day of study were excluded. Competency of students was assessed using competency based assessment methods i.e. OSCE, OSPE, DOPS, SAQ and MCQs and their perceptions recorded using Likert’s Scale. Comparative analysis of pre and post-tests was done using paired t-test and ANOVA.Results: The difference between the mean value of the marks obtained by the medical students using the five assessment tools was found to be statistically significant (p value being <0.05) using paired t-test, showing improvement in competency. Vertical integration was strongly agreed upon as the best method by 45.8% on Likert scale. Comparative analysis of variance (ANOVA) of the assessment tools was also found to be highly significant (p value being <0.05).Conclusions: The indexed study derives us to a conclusion to incorporate vertical integration in our medical education in order to accomplish higher learning domains. 

scholarly journals Comparison of small group discussions and didactic lectures in pharmacology for medical undergraduate students

2021 ◽  
Author(s):  
Anupama Desai ◽  
Neeta Banzal
Keyword(s):  
Small Group ◽  
Undergraduate Students ◽  
Group Discussion ◽  
Small Group Discussion ◽  
P Value ◽  
Cross Sectional ◽  
Medical Undergraduate ◽  
Significant Difference ◽  
Teaching Learning ◽  
Perception Analysis

Background: Conventionally, in most medical colleges, didactic lectures form a major part of teaching, however this method of teaching has many limitations. There has been a paradigm shift in teaching learning methods which now favor enhanced student involvement. Small group discussion (SGD) is one such method which has been frequently compared with didactic lectures. This study aims to compare these two teaching learning methods.Methods: This was a randomized prospective cross sectional, comparative study carried out with 120 second MBBS students of Pharmacology. The students were randomly divided into two groups. Group A was taught by conventional didactic method and group B learnt the same topic by SGD method. For the next topic there was a crossover. After a week students appeared for a test and were asked to fill a 5-point Likert scale perception analysis form.Results: The post-test average scores for didactic lecture were 6.42±2.43 and for SGD were 6.15±2.70 (p value 0.4167). About 88% students agree (50% strongly agree and 38% agree) that SGD is motivating, 85% student agree that SGD is interesting form of learning however 26% student feel that some student dominated in the SGD and 33% student felt more comfortable in lectures.Conclusions: The perception analysis showed that majority of the students found SGD better than didactic lectures in terms of learning, involvement, clearing doubts, increasing self-confidence however analysis of the test scores showed no statistically significant difference amongst the marks obtained after didactic lectures or small group discussion.

IMPACT OF COVID-19 ON MENTAL HEALTH AND CONCERNS REGARDING CURRICULUM IN FINAL YEAR MBBS STUDENTS

2021 ◽  
pp. 11-13
Author(s):  
Mruthyunjaya N ◽  
Vaibhavi PS ◽  
Vinod Kulkarni G
Keyword(s):  
Mental Health ◽  
Undergraduate Students ◽  
Sleep Disturbances ◽  
Online Survey ◽  
Clinical Skills ◽  
Psychiatric Morbidity ◽  
P Value ◽  
Medical Undergraduate ◽  
Spss Software ◽  
Study Participants

Background: The current SARS CoV-2 pandemic has affected the mental health of various sectors of the country while it has also jeopardised the education system. In this background the present study was done to explore the mental health of the nal year medical undergraduate students and their concerns regarding the curriculum. Materials and Methods:An online survey was conducted among the nal year MBBS students in India and psychiatric morbidity was measured by the Depression, Anxiety, and Stress Scale-21. A total of 83 complete responses out of 130 were received and the data was assessed using SPSS software. Results: Out of the 83 study participants, about 34.9% were depressed, about 39.5% and 32.9% were having anxiety and stress, respectively. Sleep disturbances were signicantly associated with depressive symptoms (p value - 0.0001) and those with stress (p value - 0.01) while change in appetite was also signicantly associated with stress (p value - 0.01). Conclusion: The current pandemic has led to growing concerns in the educational sector especially medical education where MBBS students are facing psychological distress along with newer challenges in their academics like distant education as against traditional bedside teaching for acquiring clinical skills.

scholarly journals METODE DAN TEKNIK PEMBELAJARAN PELATIHAN MENJAHIT PADA WARGA BELAJAR HETEROGEN DI UPTD PELATIHAN KERJA KOTA BENGKULU

2020 ◽  
Vol 3 (2) ◽  
pp. 100-109
Author(s):  
Tiara Priz Erizah ◽  
Agus Zainal Rachmat ◽  
Bayu Pradikto
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Teaching Methods ◽  
Learning Methods ◽  
Learning Techniques ◽  
Work Training ◽  
Heterogeneous Learning ◽  
Methods And Techniques ◽  
Data Validity ◽  
Teaching Learning

This research was descriptive qualitative research aimed to describe the sewing training implementation for heterogeneous learning citizens methods and techniques of learning. Participants in this study were heads of administrative sub-sections, instructors and sewing training citizens learning. This research was conducted at UPTD Bengkulu Work Training on 10 to 31 March 2020. Data collection was carried out through interviews, observations and documentation. The data were analyzed and validated using triangulation data validity technique. From research results, the sewing training instructors apply lecture learning methods, question and answer learning methods, discussion learning methods, demonstration learning methods, group teaching learning methods and individual teaching learning methods. The instructional methods applied by instructors to heterogeneous learning citizens was different, namely by applying group teaching methods with participatory coaching learning techniques. Keywords: sewing training, learning citizens, heterogeneous. 

Medical Ethics and Undergraduate Training

2016 ◽  
pp. 2025-2031
Author(s):  
Ayesha Ahmad ◽  
Pareesa Rabbani ◽  
Shipra Kanwar ◽  
Ranoji Vijaysingh Shinde ◽  
Tamkin Khan
Keyword(s):  
Medical Students ◽  
Medical Ethics ◽  
Undergraduate Students ◽  
Medical Curriculum ◽  
Organ Trafficking ◽  
Cross Sectional ◽  
Professional Misconduct ◽  
Institutional Ethics ◽  
Case Presentations ◽  
Teaching Learning

The study of Medical Ethics [ME] is mandatory for health practitioners because there is hardly an area in medicine that doesn't pose an ethical dilemma. There is lack of awareness among physicians. Training of medical students should equip them to provide the best care to patients in an ethical manner without harm. The aim of this chapter was to assess the awareness of undergraduate students to ME and take inputs about curricular changes as they are important stake holders. A prospective, cross sectional, observational study through a confidential questionnaire was utilized. 86 proformas were fit for analysis. Majority [68.6%] failed to define ME. Most had been exposed to ME in the college or through the print or visual media. Majority could not recall any incident of professional misconduct witnessed by them, while others recounted incidents such as taking gifts from pharmaceutical companies, rudeness to poor patients, mis-diagnosis due to casual approach towards patients, becoming personal with female patients, organ trafficking, conducting sex determination tests etc. Most were unaware about the existence or purpose of an institutional ethics committee. Regarding the need for studying ME 86.04% said they thought it is important. Majority suggested be interactive case presentations as a method of teaching ME. There is gross unawareness among medical students about the definition, scope and purpose of teaching ME. A drastic change in the medical curriculum is required and new and interesting teaching learning methods need to be evolved in order to train our students in ME.

Medical Ethics and Undergraduate Training

2015 ◽  
Vol 5 (1) ◽  
pp. 47-54
Author(s):  
Ayesha Ahmad ◽  
Pareesa Rabbani ◽  
Shipra Kanwar ◽  
Ranoji Vijaysingh Shinde ◽  
Tamkin Khan
Keyword(s):  
Medical Students ◽  
Medical Ethics ◽  
Undergraduate Students ◽  
Medical Curriculum ◽  
Organ Trafficking ◽  
Cross Sectional ◽  
Professional Misconduct ◽  
Institutional Ethics ◽  
Case Presentations ◽  
Teaching Learning

The study of Medical Ethics [ME] is mandatory for health practitioners because there is hardly an area in medicine that doesn't pose an ethical dilemma. There is lack of awareness among physicians. Training of medical students should equip them to provide the best care to patients in an ethical manner without harm. The aim of this paper was to assess the awareness of undergraduate students to ME and take inputs about curricular changes as they are important stake holders. A prospective, cross sectional, observational study through a confidential questionnaire was utilized. 86 proformas were fit for analysis. Majority [68.6%] failed to define ME. Most had been exposed to ME in the college or through the print or visual media. Majority could not recall any incident of professional misconduct witnessed by them, while others recounted incidents such as taking gifts from pharmaceutical companies, rudeness to poor patients, mis-diagnosis due to casual approach towards patients, becoming personal with female patients, organ trafficking, conducting sex determination tests etc. Most were unaware about the existence or purpose of an institutional ethics committee. Regarding the need for studying ME 86.04% said they thought it is important. Majority suggested be interactive case presentations as a method of teaching ME. There is gross unawareness among medical students about the definition, scope and purpose of teaching ME. A drastic change in the medical curriculum is required and new and interesting teaching learning methods need to be evolved in order to train our students in ME.

scholarly journals Life Skills Acquired in Relation to Teaching Methods Used Through Swimming Context

2016 ◽  
Vol 12 (6) ◽  
pp. 223
Author(s):  
Manal M. Bayyat ◽  
Samira M. Orabi ◽  
Mohammad H. Abu Altaieb
Keyword(s):  
Youth Development ◽  
Teaching Methods ◽  
Life Skills ◽  
Learning Methods ◽  
Guided Practice ◽  
Self Confidence ◽  
Level Scale ◽  
Teaching Learning ◽  
High Level ◽  
Positive Effect

<p>This study aims: (1) to examine life skills acquired by students attending different levels of swimming courses. (2) To investigate the relation between teaching/learning methods used by swimming teachers and the level of life skills acquired. The population of this study were students who attended one of the three levels of the swimming courses in the Faculty of Physical Education /University of Jordan (n= 236). The sample of the study consisted of 142 students. Both “Life skills through swimming context scale” and “Teaching/ Learning methods in swimming context scale” were used to collect the required data. The data was analyzed using descriptive and statistical analysis. Results showed that the sample acquired the life skills through swimming context on a high level scale. Students believed that communication and self-confidence/self-esteem were the most important skills acquired (86%), followed by teamwork (85%), decision-making/responsibility (84%) and problem-solving (80%). There was a significant relation between life skills acquired and the teaching/ learning methodologies used including brainstorming, demonstration and guided practice, small groups, games and situation analysis. Therefore swimming context using the efficient participatory teaching methods proved to have a positive effect on life skills and youth development.<strong></strong></p>

scholarly journals Frequency and Severity of Imposter Syndrome among Medical Students of a Private Medical College

2019 ◽  
Vol 1 (2) ◽  
pp. 3-8
Author(s):  
Ambreen Khalid ◽  
Adeela Shahid ◽  
Khalid Rahim Khan
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Sampling Technique ◽  
Cross Sectional Study ◽  
Female Students ◽  
P Value ◽  
Cross Sectional ◽  
Validated Questionnaire ◽  
Medical Undergraduate ◽  
Degree Of Severity

Background: Students suffering from imposter syndrome/phenomenon (IP) consider themselves less competent and less skill full as compared to the abilities they actually possess. Although previous research has identified different causes of stress and burnout less research has been conducted to determine the frequency of imposter syndrome among medical undergraduate students. Objectives: (1) To determine the frequency and the degree of severity of Imposter syndrome among medical students. (2) To find out the association of Gender with imposter syndrome. (3) To evaluate the difference in the severity of imposter syndrome between 1st and 2nd-year MBBS students. Methods: The cross-sectional study was conducted on 140 1st and 2nd-year MBBS students of Shalamar Medical and Dental College, Lahore. A convenient sampling technique was used. The study instrument used was a validated questionnaire (Clance IP Scale) containing 20 items with 5 points Likert scale. By adding up the score, the degree of severity is determined. Frequencies & percentages were determined, chi-square applied, p-value <0.05 was considered significant. Results: One hundred and 40 students filled the IP Scale questionnaire. The frequency of imposter syndrome was 53.3% among medical students. The majority (85%) of the medical students had frequent to intense imposter characteristics. A higher number of female students was affected by imposter phenomenon as compared to males. Greater number of 1st-year students were suffering from imposter syndrome as compared to 2nd-year students. Conclusions: Frequency of imposter syndrome was high among medical students. Its severity ranges from moderate to frequent IP categories in majority of students. Female students were affected more as compared to their male counterparts.

scholarly journals First-year medical undergraduate students opinion about the use of radiology in gross anatomy course

2016 ◽  
Vol 33 (02) ◽  
pp. 055-061 ◽  
Author(s):  
V. Silva ◽  
D. Vilela ◽  
F. Gonçalves ◽  
R. Regacini
Keyword(s):  
Undergraduate Students ◽  
Human Body ◽  
Medical Curriculum ◽  
Knowledge Retention ◽  
Human Anatomy ◽  
Clinical Aspects ◽  
First Year ◽  
Undergraduate Medical Students ◽  
Practice Performance ◽  
Medical Undergraduate

Abstract Introduction: Although the importance of anatomy teaching in the undergraduate medical curriculum is incontestable, the lack of knowledge retention and clinical application are the greatest challenges for anatomy teachers. New teaching methodologies are replacing cadaver' dissection in many schools around the world and the usage of radiologic images can become a valuable resource for student's learning the human body structures. The aim of this article was to analyze the perception of first-year undergraduate medical students in the usage of radiology in gross human anatomy course. Materials and methods: One hundred students answered a 30 questions survey using a 5-point Likert scale about the usage of radiologic images in the human anatomy classes. Results: Most subjects have shown desire and the availability to learn human anatomy using images. After the usage of radiologic images there has been an increase on the subjective aspects of the human body such as admiration and respect, an improvement in the correlation of human anatomy with clinical aspects and in the three dimensional perception of the human body anatomic structures. Conclusions: Most of the research participants evaluated the usage of radiologic images as positive and beneicial for the teaching and learning human anatomy as it increases the interest for anatomy and it can favor learning and clinical practice performance. Results shows that according to students' opinion the usage of radiology can be an excellent complement in human anatomy learning and can induce us to think it can prepare and train more competent doctors in diagnostic imaging.

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