scholarly journals Efficacy of two vertically integrated teaching–learning methods – The ocular basic science workshop versus lecture in enhancing knowledge and skills of ocular examination techniques and underlying principles in second clinical year medical students: A prospective interventional study

2021 ◽  
Vol 59 (2) ◽  
pp. 152
Author(s):  
JeyanthSuresh Rose ◽  
Anika Amritanand ◽  
Danica Lyngwa ◽  
Nimmy Thomas ◽  
Ann Eapen ◽  
...  
Keyword(s):  
Medical Students ◽  
Basic Science ◽  
Interventional Study ◽  
Learning Methods ◽  
Knowledge And Skills ◽  
Examination Techniques ◽  
Teaching Learning

scholarly journals Role of Undergraduate Medical Students in Designing Teaching Module in Anatomy for Effective Learning

2021 ◽  
Vol 10 (10) ◽  
pp. 729-734
Author(s):  
Preeti Prabhakarrao Thute ◽  
Sunita Jayant Vagha
Keyword(s):  
Data Analysis ◽  
Medical Students ◽  
First Year ◽  
Undergraduate Medical Students ◽  
Interventional Study ◽  
Learning Resource ◽  
Effective Learning ◽  
Teaching Module ◽  
Teaching Learning

BACKGROUND The importance of the students in the development of the medical curriculum has been very well known. The valuable perspective and insight of the medical students is very essential in the development of new student-centred teaching modules with student friendly methodology, tools and learning resource materials to increase students’ interest improving their understanding and competence in anatomy and eventually create better doctors and for better patient outcomes. In view of this, an interventional study was carried out to study the role of undergraduate medical students in designing teaching module in anatomy for effective learning. METHODS An interventional study was carried out from October 2019 to March 2020 in the Department of Anatomy, Jawaharlal Nehru Medical College Sawangi (Meghe), Wardha. 230 first MBBS students and 50 students i.e., 25 students from each 2nd MBBS and 3rd MBBS participated voluntarily. A routine didactic lecture was conducted for first year MBBS students. Perception was taken with the structured proforma (using Likert scale) from all the students and data analysis was done. A panel was formed with 50 volunteered students from 2nd MBBS and 3rd MBBS who were given responsibility to form module (instructions for the teacher). Then lecture was again conducted for the first year MBBS students incorporating the instructions from the module framed after considering input from data analysis of perception of first MBBS students and from panel of second MBBS and third MBBS students. The data was analysed statistically, using descriptive and inferential statistics using chisquare test. Software used in the analysis were Statistical Package for the Social Sciences (SPSS) 24.0 version and GraphPad Prism 7.0 version. RESULTS After data analysis, it was observed that after implementation of instructions from module there was improvement in all parameters of teaching learning methodology, tools used and learning resource material. The difference was statistically significant. CONCLUSIONS It is evident from the present study that when the teaching learning methodology, teaching learning tools and learning resource materials are designed considering the inputs from the techno savvy students, it is accepted and beneficial for effective learning while still keeping a tinge of the traditional methodology. KEY WORDS Challenges, Criticism, Inputs, Teaching Learning Methodology

scholarly journals Teaching Medical Ethics and Professionalism to Undergraduate Medical Students in an Innovative Way

2021 ◽  
Vol 8 (17) ◽  
pp. 1139-1145
Author(s):  
Ujjwal Bandyopadhyay ◽  
Ranjana Bandyopadhyay ◽  
Abhay Mudey
Keyword(s):  
Medical Students ◽  
Medical Ethics ◽  
Communication Skills ◽  
Interpersonal Skills ◽  
Real Life ◽  
Undergraduate Medical Students ◽  
Learning Methods ◽  
Clinical Scenarios ◽  
Ethics Teaching ◽  
Teaching Learning

BACKGROUND Medical education curriculum in India focuses on the clinical skills of the medical students as cornerstone, but patient and patient party dealings and to work as a member of health care provider team, one requires communication skills, interpersonal skills, management skills, professionalism and ethics. Teaching learning methods (TLM) for imparting module of professionalism and ethics have to be innovative and nonconventional also. In the present study, we tend to assess the effectiveness of exposure to realistic clinical scenarios in pathology department, in teaching medical ethics and professionalism, to undergraduate medical students. METHODS This is an experimental, interventional study that included 200 students. All have attended “just-in-time” lectures on attitude, communication, professionalism and ethics (AETCOM) delivered by faculties. After the 15 days of lecture session, all the students were assessed about their skill of AETCOM by conducting objective structured practical examination (OSPE). In the next phase exposure to realistic clinical scenarios in the Departmental laboratory of Pathology, under the guidance of faculties was also arranged. After the exposure session to real life scenario, all the students were assessed about their skill of AETCOM again by conducting OSPE and their performance was compared with the previous OSPE score. Feedback from the exposed students was also taken in prescribed proforma of 7-point Likert scale. RESULTS Mean pre exposure OSPE score was 18.66 and mean post exposure OSPE score was 27.22. The result shows that the difference was significant (P < 0.001). 38.5 % students were extremely satisfied with the experience of exposure to real life situation in pathology lab and 50 % students were very satisfied with the experience of exposure. In the present study, mean learning gain is 77 %. CONCLUSIONS Professionalism and ethics should neither be introduced in isolation from other medical graduation course contents nor be assessed so. It should be coherently assimilated with the current curriculum. KEYWORDS Communication Skills, Interpersonal Skills, Professionalism, Ethics, Teaching Learning Methods (TLM)

scholarly journals Perception and preferences of teaching and learning methods in community medicine: a cross sectional study

2018 ◽  
Vol 5 (7) ◽  
pp. 2821
Author(s):  
Krishna Prakash Joshi ◽  
M. Robins ◽  
M. Yanadi Reddy
Keyword(s):  
Medical Students ◽  
Health Care Services ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Cross Sectional Study ◽  
Community Medicine ◽  
Learning Needs ◽  
Learning Methods ◽  
Cross Sectional ◽  
Teaching Learning

Background: Knowledge of community medicine plays a very important role in proper and effective delivery of health care services to the society. Every teacher has her or his own style of teaching and now teachers are adjusting their approach depending on their students’ learning needs. The aims and objectives of the study were to assess the perception of 3rd year medical students towards teaching and learning methods in community medicine & to know their preferences among various commonly used teaching learning media & methods.Methods: A cross-sectional descriptive questionnaire-based study was conducted among 3rd year medical students (6th semester) of SVS Medical College, Mahabubnagar, Telangana, India. A pre-designed, pre-tested self-administered questionnaire was used to collect data. Most of the responses were collected as MCQs type & Likert five point scale. The data was analyzed by calculating percentage.Results: Out of total 140 participants 42 (30%) were boys and 98 (70%) were girls. All were within the age group of 21-24years. Regarding the preference of teaching aid, PPT was preferred by maximum 37% participants followed by combination of CB & PPT (30%), Chalk & board (29%). Student’s preference about current T-L methods shows that maximum participants preferred. SGD (34%), followed by interactive lectures (26%). Around 65% students were satisfied & 20% were strongly satisfied with current learning approaches.Conclusions: Small group discussion and blended or interactive teaching are the most preferred learning method when compared with traditional teaching methods indicating that students are more interested in active teaching and learning methods.

scholarly journals Engaging Medical Students in the Basic Science Years with Clinical Teaching

2015 ◽  
Vol 2 ◽  
pp. JMECD.S18921 ◽  
Author(s):  
Annette Burgess ◽  
Craig Mellis
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Basic Science ◽  
Clinical Teaching ◽  
Clinical Environment ◽  
Medical Practitioners ◽  
Knowledge And Skills ◽  
Medical Program ◽  
Medical Educators ◽  
Amount Of Knowledge

Education of future medical practitioners involves the stewarding of knowledge and skills, and the development of values required for responsible practice. Students must not only master a vast amount of knowledge and theory but also understand how to apply it. A key challenge for medical educators is to approach this in a balanced and integrated manner, particularly within the basic science years of the medical program. The purpose of this article is to consider how the clinical environment, teaching methods, assessment, and feedback impact on the engagement of junior medical students.

scholarly journals An interventional study to assess the effectiveness of ‘WhatsApp’ as a teaching learning tool in community medicine

2017 ◽  
Vol 4 (7) ◽  
pp. 2564 ◽  
Author(s):  
Padmavathi V. Dyavarishetty ◽  
Dipak C. Patil
Keyword(s):  
Medical Students ◽  
Participation Rate ◽  
Community Medicine ◽  
Traditional Teaching ◽  
Undergraduate Medical Students ◽  
Interventional Study ◽  
Medical College ◽  
The Subject ◽  
Teaching Learning ◽  
Epidemiology Module

Background:Undergraduate medical students, perceive the subject of Community Medicine as irrelevant to their role as physician and majority of the students dislike the subject and consider it as dull and boring. The present research study aims to study the effectiveness of ‘WhatsApp’ as medium of teaching complementing the traditional teaching to enhance the knowledge and skills of the undergraduate medical students using case based learning.Methods:Before and after comparison Interventional study design amongst 49 sixth semenster students conducted over a period of six months in a private medical college. Implementation of the study divided into three phases – preparatory, intervention and evaluation phase.Results:The improvement in average marks scored for epidemiology module was 1.97 and that for diabetes module was 5.38 which were statistically significant. The participation rate for the various modules ranged from as low as 10.2% to 73.5%. About 90% students perceived ‘WhatsApp’ as an effective tool for teaching-learning; a tool that stimulates and encourages learning.Conclusions:There was a significant improvement in knowledge amongst the students. Though perceived as an effective tool for learning by the students, participation rate in online discussion was poor over the course of implementation. 

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