scholarly journals Students' perception regarding pedagogy, andragogy, and heutagogy as teaching–learning methods in undergraduate medical education

2020 ◽  
Vol 9 (1) ◽  
pp. 301
Author(s):  
Neha Sharma ◽  
Alka Bansal ◽  
Smita Jain ◽  
Lokendra Sharma ◽  
Charu Jain ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Learning Methods ◽  
Teaching Learning

IS ONLINE LEARNING A BETTER ALTERNATIVE TO TRADITIONAL TEACHING FOR MEDICAL STUDENTS - A STUDY IN LIGHT OF COVID-19 PANDEMIC

2021 ◽  
pp. 11-12
Author(s):  
Arijit Majumdar ◽  
Soumali Biswas ◽  
Tanushree Mondal
Keyword(s):  
Medical Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Cross Sectional Study ◽  
Traditional Teaching ◽  
Classroom Learning ◽  
Learning Methods ◽  
Cross Sectional ◽  
E Learning ◽  
Teaching Learning

Aim And Objective: The Coronavirus Disease 2019 (COVID-19) pandemic has caused an unprecedented disruption in medical education and healthcare systems worldwide. In India, responses to the COVID-19 pandemic in medical education resulted in closures of medical colleges and adoption of online teaching-learning methods, which is challenging for both faculty and students. Rising concerns among students urged to evaluate strength and weakness of ongoing online teaching and learning methods. The objective of the study was to nd out the perceptions of students regarding E-learning during lockdown period of COVID-19 pandemic. Methods: A descriptive cross sectional study was conducted at IPGME & R Kolkata. A sample size of 600 was calculated. MBBS students of all levels participated in this study. A Google questionnaire was developed and was validated by Medical education unit of the college. The Google questionnaire was mailed to the students. The data was transferred to excel sheet and analysis was done on various parameters to derive descriptive statistics between classroom teaching and online teaching Results: Total 600responses were received. 340 (56.7%) males and 260(43.3%) females participated in the study. 41.7% students use mobile phones as their gadgets for E- learning and 33.3% use laptops followed by desktop (16.7%) and tablet (8.3%) Overall only 10 % students preferred to use only E- learning. 50% students preferred classical didactic learning. And 40% preferred a combination of classical ofine and E - learning as useful method of learning. Conclusions: Students did not prefer E- learning over classroom learning. They admit the usefulness of E -learning. But, classroom learning with rational use of E -learning is preferred by the students.

scholarly journals Audio Visual Aids-Quality Use in Lecture Classes of Undergraduate Medical Education in Bangladesh

2017 ◽  
Vol 28 (2) ◽  
pp. 48-51
Author(s):  
Md Sajedul Haque ◽  
Md Humayun Kabir Talukder
Keyword(s):  
Medical Education ◽  
Effective Teaching ◽  
Undergraduate Medical Education ◽  
Cross Sectional Study ◽  
Visual Aids ◽  
Sectional Study ◽  
Learning Session ◽  
Cross Sectional ◽  
Different Types ◽  
Teaching Learning

This descriptive type of cross sectional study was conducted to explore the use of AV aids in undergraduate medical education in 7 government & 5 non-government medical colleges of Bangladesh by convenient sampling. Sixty (60) lecture classes were observed to estimate the proportion of the uses of different AV aids & to identify the quality use of different types of AV aids by observation checklists. Views were also taken from 20 teachers regarding the quality use of different types of AV aids by open ended questions. Study revealed that 20% teachers used CB/WB, 15% used OHP and 65% used PPT. Most of the CB/WB & PPT users maintained the quality use of these media but not OHP. Readability and legibility of handwriting or text of all media were acceptable in 78% lectures but it was 33% in OHP lectures. Students' attention was also less in OHP. Regarding number of words per acetate sheet/slide, only 33% OHP lectures met the standard criteria & 72% PPT slides met this criterion. In open ended questions, 25% teachers choose CB/WB, 10% Choose OHP and 65% choose PPT. Study recommended that use of clean, multi-color and good quality chalk/marker & board/screen are essential for effective teaching learning session. Adequate lighting, AC lecture class/gallery, proper sound systems & training on different AV aids are also needed to standardize the quality use of AV aids in lecture classes.Medicine Today 2016 Vol.28(2): 48-51

scholarly journals Medical Education in India: Current Scenario of Teaching-Learning Methods

2020 ◽  
Author(s):  
Sundip Hemant Charmode ◽  
Shelja Sharma ◽  
Suryakanta Seth ◽  
Subodh Kumar ◽  
Vivek Mishra
Keyword(s):  
Medical Education ◽  
Negative Impact ◽  
Death And Dying ◽  
Advanced Technology ◽  
Digital Learning ◽  
Learning Methods ◽  
Service Project ◽  
Mesh Terms ◽  
The World ◽  
Teaching Learning

Introduction: India struggles with poor quality of medical education, incompetent medical workforces, and insignificant research contribution to the world. Aim: Teaching-learning methods form an integral part of any curriculum hence, we aim to review the application of technology in teaching-learning methods at medical institutions across the world. Materials and Methods: An online search for articles and abstracts published from 2000 to 2020 on PubMed Central, Medline, Scopus, Google scholar using the MeSH terms like medical, education, innovative teaching, three dimensional, curriculum, etc., was conducted. A total of 49 articles were shortlisted by applying inclusion and exclusion criteria. A total of 38 articles were finally selected after thorough reading and were analysed and summarised. Results: Four themes emerged from this review: understanding learner characteristics; innovative newer techniques with the incorporation of advanced technology; cast models and plastination; and future trends for medical education. The more specific findings can be further divided into: online digital learning module; flip classroom; 3D printed models; 3D virtual reality-based technology; simulation techniques; real patient learning practical’s; medical student collaborative clinics; student-driven undergraduate research committee; patient-family interactive programs; death-and-dying discussions and community-based service project. Conclusion: Amendment in the curriculum and selection of teaching-learning methods should be considered after understanding the student characteristics. Modern technology should be used rationally in teaching-learning methods thereby, restricting its negative impact on the students.

scholarly journals Views of teachers' and Interns' regarding teaching- learning of communication skills in undergraduate medical education in Bangladesh

2014 ◽  
Vol 2 (1) ◽  
pp. 14-17
Author(s):  
Abu Saleh Mohammed Monirul Alam ◽  
Md Humayun Kabir Talukder ◽  
Farhana Haque ◽  
Shah Mohammed Hafizur Rahman ◽  
Md Shoheilul Amin ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Communication Skills ◽  
Descriptive Study ◽  
Current Situation ◽  
Dhaka City ◽  
Cross Sectional ◽  
Depth Interview ◽  
One Year ◽  
Teaching Learning

This cross-sectional descriptive study was carried out among the teachers and interns doctors of four medical colleges of Dhaka city in last one year (2010-2011).Data was collected by conveniance sampling. In-depth interview of the teachers were taken to explore their views regarding current situation, what should be, and recommendations for future curriculum about teaching communication skills. Information was collected from interns by semi-structured questionnarie. Alocation of score for response of each item was based on 5 point Likert scale.Total respondents were 249 out of which intern doctors were 218 and 31 were teachers. Teachers were chosen from eight clinical subjects as the conveniance of the researcher. Selected 14 variables of communication skills were used in this study. By reviewing the study it was seen that most of the interns gave opinion that they were not taught communication skills in their cinical classes. It was seen in the study that majority of the teachers confessed that they don't teach communication skills in stuctured way. All of them agreed that it must be taught in stuctured way and assessed. DOI: http://dx.doi.org/10.3329/bjme.v2i1.18132 Bangladesh Journal of Medical Education Vol.2(1) 2011: 14-17

scholarly journals Present status of laboratory teaching in the department of Pathology of undergraduate medical education in Bangladesh

2017 ◽  
Vol 7 (1) ◽  
pp. 20-24
Author(s):  
S Giti ◽  
S Khatoon ◽  
MHK Talukder ◽  
KK Alam ◽  
T Nargis ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Present Status ◽  
Practical Work ◽  
Actual Problem ◽  
Pathology Department ◽  
Laboratory Teaching ◽  
The Mean ◽  
Teaching Learning ◽  
Medical Colleges

Introduction: Effective laboratory teaching and practical work has an important and time-honored place in the education of students and researchers. The main principle underlying laboratory work is that students learn effectively through doing practical tasks (learning by doing). The laboratory courses offer students the opportunity to gain manipulative skills, observational skills, and the ability to plan experiments and to interpret experimental data.Justification: There is less involvement and less active participation in the pathology practical classes by the students. Little has been published about the actual problem. Therefore this study was designed to investigate the ways of conduction of laboratory teaching in different medical colleges of Bangladesh.Objectives: The aim of this study was to explore the present status of laboratory teaching in the department of Pathology of undergraduate medical education in Bangladesh.Materials and methods: This descriptive cross sectional study was carried out to determine the ways of conduction of laboratory teaching in Pathology department of undergraduate medical education in Bangladesh. The study was carried out in Eleven (Five Government and Six Non- Government) medical colleges in Bangladesh over a period from July 2014 to June 2015 by adopting convenience sampling. ‘Triangulation’ technique was used in this study to ensure the validity and reliability of research findings. For each variable of structured observation and structured questionnaires, the mean score was calculated.Results: From observation of the study, it was found that among physical environment factors, the mean score of seating arrangement, space available for practical work in the class and teacher student ratio were >3 but <4. Regarding teaching methods, the mean scores on different items were >2 but <3. Similarly the mean scores on group activities and laboratory safety measures items were >2 but <3. Mean score on teachers’ abilities were just 3. Students’ were unhappy with available space for their practical work, inadequate sitting arrangement, insufficient number of teaching learning materials especially reduced number of microscopes, other instruments and photomicrograph and the mean scores were just around 3. Though the teachers were satisfied with their teaching abilities but admitted failure in integrating the class with other subjects. The majority of items showed that the teachers rated themselves as more frequently engaging in standards-based behaviours than the students rated them and the mean scores were around 4 and >4but <5.Conclusions: The findings revealed a gloomy picture of existing teaching learning situation in Pathology department of undergraduate medical education in Bangladesh from observer’s and students’ perspective. Findings from this study may give guideline to curricular planner and faculties/administrators of medical college for further improvement of laboratory teaching.Bangladesh Journal of Medical Education Vol.7(1) 2016: 20-24

scholarly journals Current Activities to Implement Integrated Teaching Learning in Undergraduate Medical Education in Bangladesh: Students’ View

2020 ◽  
Vol 11 (1) ◽  
pp. 26-31
Author(s):  
Thanadar Tamjeeda Tapu ◽  
HK Talukder ◽  
MAS Talukder ◽  
TA Flora ◽  
KT Ahmad
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Clinical Importance ◽  
Learning Study ◽  
Learning Session ◽  
Large Group ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Teachers Training ◽  
And Training

The present study was conducted amongst students of all phases in eight medical colleges (4 govt. & 4 non-govt.) of Bangladesh to assess views of students about the current activities to implement integrated teaching learning in undergraduate medical education in Bangladesh. Among 956 students, 387(40.5%) were male and 569(59.5%) were female. This study revealed that 605(63.3%) students had participated in integrated teaching learning session, 328(54.3%) students disagreed that the subjects of different phases are arranged sequentially in curriculum and 265(43.8%) students responded that integrated sessions were conducted in large group sessions. More than half of the students (53.7%) stated that integrated teaching helped them to get better understanding of the topic and integrated teaching also helped them to improve application of knowledge. Insufficiency of infrastructure, allocated time, teachers’ training have been identified by respondents as barriers for implementing integrated teaching learning. Study recommended more awareness and training of teachers and students regarding integrated teaching learning. Study also recommended to choose contents which have much clinical importance for integrated teaching and which have been taught repeatedly in different departments. Bangladesh Journal of Medical Education Vol.11(1) 2020: 26-31

scholarly journals Paradigm shift in teaching-learning from classroom to virtual mode – Challenges and opportunities

2022 ◽  
Vol 8 (3) ◽  
pp. 117-121
Author(s):  
Nivedita Sirdesai ◽  
Chhaya Saraf ◽  
Shubhada Gade
Keyword(s):  
Medical Education ◽  
Paradigm Shift ◽  
Sudden Change ◽  
Learning Methods ◽  
Feedback Questionnaire ◽  
Challenges And Opportunities ◽  
Teaching Learning ◽  
Academic Year ◽  
Virtual Mode ◽  
Guest Lecture

Since the unprecedented declaration of lockdown there has been a paradigm shift in medical education from chalk and board to virtual mode imposing both challenges and opportunities to faculty and students alike. As guest lecture is an innovative way of pedagogy we addressed them through an online talk to analyse the preferences towards sudden change in medical education. Students and faculty were addressed about the paradigm shift in teaching learning methods through an online guest lecture and the attendees answered a feedback questionnaire on different Teaching Learning methods. Based on responses to the questions results were plotted in Microsoft Excel and completed questionnaires were analyzed for statistics. : 90% of students and 100% of faculty found online guest lecture interesting and opined positively about having more online lectures in academic year. As far as teaching learning method is concerned both faculty and as students preferred offline/ traditional/ classroom teaching. : Online guest lecture offers more opportunities than challenges for both faculty and students. Arranging online guest lectures is economical, cost effective, has ease of attending from place of convenience provided robust internet connection is ensured, eliminates travel time as well as reduces the programme budget. Hence more number of virtual guest lectures can be arranged in an academic year for benefit of medical undergraduates. It is a novel platform for student teacher interaction and arrangement of more and more online guest lectures from eminent speakers excelling in various superspecialities should be encouraged.

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