Effective Modes of Conceptual Teaching and Learning in Pakistan: An Undergraduate Medical Students’ Perspective

2021 ◽  
Vol 15 (12) ◽  
pp. 3247-3249
Author(s):  
Umer Saeed ◽  
Saman Saeed ◽  
Shabbir Hussain ◽  
Naseeb Al Shibli
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Learning Strategies ◽  
Learning Skills ◽  
White Board ◽  
Teaching Concept ◽  
Conceptual Teaching ◽  
Concept Building ◽  
Power Point Presentation ◽  
Power Point

Background: There are more than 50 medical colleges in Punjab, and the traditional mode of teaching is ‘teacher dominant’, while students are passive learners. The curriculum prescribed by the University Of Health Sciences (UHS) emphasizes more on theoretical knowledge of subjects along with extensive memorization, but less stress on concept building and development of learning skills. Although traditional modes of teaching are adopted by medical institutes, but knowledge about the students’ perspective regarding concept building and learning skills is utmost necessary to improve the methods of teaching Aim: To assess the students’ perception regarding effective teaching, concept building and learning strategies. Methods: The study involved a total of 378 male and female students from MBBS, BDS and DPT sessions and a structured questionnaire was given to each student after taking consent, and teaching modalities were rated using Likert scale. Results: Out of 378 students, 62% were females, while 38% were males, and among these 43% students were residing in hostels, while 57% were day scholars. Illustration of concepts using white board was rated 61.2%, interactive sessions/tutorials 46.1%, demonstrations by teacher 34%, power point presentation lectures using multi-media 25% while small group discussion was rated 6.5%. Conclusions: White board teaching was considered as most effective tool for development of concept and learning (61.2%), followed by interactive sessions (46.1%). Power point presentation lecture was rated as 2nd least effective method (25%), while small group discussions was rated as least effective modality (6.5%). Keywords: Conceptual teaching, medical students, modes of learning

scholarly journals Knowledge, attitude, perceptions and assessment of effectiveness of educational intervention on Pharmacovigilance among undergraduate medical students at Gulbarga Institute of Medical Sciences, Kalaburagi, India

2017 ◽  
Vol 7 (1) ◽  
pp. 103
Author(s):  
Harish G. Bagewadi ◽  
Priyadarshini M. Deodurg ◽  
B. V. Patil ◽  
Asha P. Dass
Keyword(s):  
Medical Students ◽  
Educational Intervention ◽  
Response Rates ◽  
Undergraduate Medical Students ◽  
Chi Square ◽  
Post Test ◽  
Chi Square Test ◽  
Power Point Presentation ◽  
Power Point ◽  
The Impact

Background: The Study was designed to assess the awareness of Pharmacovigilance and to evaluate the impact of an educational intervention.Methods: This was a questionnaire-based pre- and post-test educational interventional study. Students were given handouts containing information about pharmacovigilance one month before the educational intervention. A pre-validated 20-point questionnaire on (KAP) Knowledge, attitude, perception about Pharmacovigilance was distributed to second year medical students (n=115). An interactive educational intervention (Power point presentation) was designed. The chi-square test and unpaired paired t-test was used for statistical calculation.Results: The overall response rates were expressed as percentages, Mean±SD. The knowledge, attitude and perceptions of pharmacovigilance when compared before (pre-KAP) and after (post-KAP) the educational intervention, the correct response rates were found to be statistically significant (P<0.001). The feedback from the students was encouraging, handouts before the lecture classes helped them to easily grasp the pharmacovigilance concepts better during lectures.Conclusions: The study concluded that imparting the knowledge about pharmacovigilance and ADR reporting promotes drug safety and rational use of medicines in future.

scholarly journals Students’ views on audio visual aids used during didactic lectures in a medical college

2013 ◽  
Vol 4 (2) ◽  
pp. 36-40
Author(s):  
Ashutosh Kumar ◽  
Ramanuj Singh ◽  
Lalit Mohan ◽  
Mani Kant Kumar
Keyword(s):  
Medical Students ◽  
Visual Aids ◽  
Medical Sciences ◽  
Professional Students ◽  
Medical College ◽  
Audiovisual Aids ◽  
Visual Aid ◽  
Didactic Lecture ◽  
Power Point Presentation ◽  
Power Point

Introduction: Medical teachers have conventionally been using different teaching methods to educate medical students previously dominated by blackboard and slide projectors. Now day’s audiovisual aids such as power point have been used. The optimum use of audiovisual aids is essential forderiving their benefits. This study was done to know the students’ preference regarding the various audiovisual aids, with an aim to improve their use in didactic lectures. Material &Methods: Two hundred and eighty six from first, second and third professional medical students were invited to participate in a questionnaire based study. Two hundred and thirteen (74.4%) students completed the questionnaire and their responses were analyzed. The first part of the questionnaire included demographic and educational details. The second part consisted of 12 statements regarding the preference of audiovisual aids for various aspects of learning. Results: In this study, 90.1% of the respondents (first, second & third professional) were stimulated for further reading if they attended a lecture which was augmented by the use of visual aids. The respondents preferred a combination of audiovisual aids during a didactic lecture. The perception of diagrams, flow charts and note taking was best accepted with a power point presentation by first and second professional students, whereas OHP preferred by third professional students . In understanding a particular topic, a combination of aids scored over the use of a particular visual aid alone. In listening and understanding a particular topic, power point presentation was the most preferred aid, with the blackboard being preferred by third professional students. About 62.4% of the respondents were interested in taking notes during class compare to handouts. Conclusion: Our study demonstrates that lectures delivered by using a combination of audio visual aids are more appreciated by the students. Furthermore, the lecture should be constructed in a fashion so as to enable the students to gather factual information easily and in a concise manner. Teachers should note that the students preferred a combination of visual aids and were interested in taking notes during lectures.  DOI: http://dx.doi.org/10.3126/ajms.v4i2.8031 Asian Journal of Medical Sciences 4(2013) 36-40

scholarly journals Assessment of research methodology concepts through critical appraisal among undergraduate medical students and their perception: A single center study

2019 ◽  
Vol 2 (1) ◽  
pp. 39-44
Author(s):  
Mahwish Majid Bhatti ◽  
Sajida Naseem ◽  
Imad Ud Din ◽  
Zahid Naeem ◽  
Rifat Nadeem Ahmad
Keyword(s):  
Medical Students ◽  
Potential Method ◽  
Modern Medicine ◽  
Systematic Research ◽  
Undergraduate Medical Students ◽  
Single Center Study ◽  
Good Score ◽  
Power Point Presentation ◽  
Power Point ◽  
Based Medicine

Introduction: Evidence based medicine is an interplay of individual clinical acumen and best available evidence through scientific systematic research. With the advent of modern medicine in the last two centuries, medical education has seen and continues to experience its revolutionary effects. An important aspect in this regard is the integration of biomedical research. Objectives: To assess the research skills among undergraduate medical students exposed to the teaching of research longitudinally through all the five academic years. Methodology: A mixed method study was conducted in which third year MBBS students were assessed in a group through power point presentation regarding different concepts of research while critically appraising a research article. Quantitative and qualitative data were collected. Descriptive statistics were calculated, as well as thematic analysis was done. Results: From a total of 102 participants, 58 were male and 42 were female. Majority of the participants (81.4%) achieved an average or a good score and only 18.6% achieved a poor score. Six themes were generated. General enthusiasm about the activity was noted among participants who considered it beneficial. However, only a few were in the favor of incorporating this activity as a mandatory component in undergraduate studies. Conclusion: Incorporating research in a mandatory longitudinal theme component as part of undergraduate medical studies seems a potential method of laying the foundation for future physician scientists.

scholarly journals Perception and preferences of second professional undergraduate medical students for pharmacology teaching: a questionnaire based cross-sectional study

2021 ◽  
Author(s):  
Jeetendra Kumar ◽  
Mrityunjay K. Pandit ◽  
Piyush Anand ◽  
Brajesh Kumar
Keyword(s):  
Medical Students ◽  
Cross Sectional Study ◽  
Teaching Methodology ◽  
Sectional Study ◽  
Multiple Choice Questions ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Reading Materials ◽  
Power Point Presentation ◽  
Power Point

Background: Feedback from students provides an opportunity to assess lacunae in current systems of teaching and forms the basis for framing desired modifications in the teaching methodology to enhance the magnitude of learning. This study was undertaken to know the views of students on current methodology of pharmacology teaching and to delineate the required changes to be made in it.Methods: The questionnaire based cross-sectional study was conducted on 167 students of second professional undergraduate medical students. The questionnaire was divided in 2 different parts. Part A consisted 20 multiple choice questions on perception and preferences of students for pharmacology teaching and opinion on changes to be made was taken in the part B of the questionnaire.Results: Pharmacology was marked as one of the most interesting and useful subjects by 49.1% and 67.06% of students respectively. Central nervous system (19.76%) and endocrinology (17.96%) were two most boring systems. The central (35.92%) and autonomic (31.73%) nervous systems were two most difficult systems to understand. The combination of lecture notes and textbooks was the preferred reading materials of 58.68% of students. The most preferred teaching media was the combination of blackboard and chalk with power point presentation (80.24%). Increased use of figures, flow charts and diagrams, inclusion of more clinical examples and interactive classes were marked as suggested reforms to enhance the outcome of lecture classes.Conclusions: This study revealed that students are in favour of a substantial change in the current teaching methodology of pharmacology in place of outdated and useless methods.

scholarly journals LEARNING METHOD PREFERENCES AMONG ADOLESCENT MEDICAL STUDENTS IN SOUTH INDIA

2021 ◽  
pp. 1-3
Author(s):  
Kesava Kumar. P ◽  
Lavanya.K. M ◽  
Sushant Kumar Mishra ◽  
Nageswara Rao. V
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Cross Sectional Study ◽  
First Year ◽  
Learning Methods ◽  
Cross Sectional ◽  
Medical College ◽  
Power Point Presentation ◽  
Power Point ◽  
Methods Of Learning

BACKGROUND: Adolescent medical students are freshly exposed to the medical subjects and the experience is entirely new and different compared to their earlier school learning. OBJECTIVES: To determine the preferences of learning methods among adolescent medical students and to determine which is the best method for learning different components. MATERIAL AND METHODS: It is a cross – sectional study conducted among the first year MBBS students in the class rooms of GSL Medical College, Rajahmundry for a period of three months using a standard pre – designed and pre – tested “VARK” questionnaire with learning methods as study variables. A class of 150 students was divided into 3 groups of 50 students each. They were initially taught about the different methods of learning by means of a lecture using power point presentation covering three sessions of 40 minutes each. Then, they were sensitized to the “VARK” questionnaire in the next session of 30 minutes and data was collected using the standard pre – designed and pre – tested “VARK” questionnaire. Time given to complete the questionnaire was 20 minutes. RESULTS: Among 134 adolescent medical students, 89 (66.13%) had completed 17 years age, 24 (17.91%) completed 18 years age, 14 (10.46%) completed 19 years age and 7 (5.2%) completed 20 years age. Mean age of students was 17.54±0.32 years. There were 77 (57.5%) females and 57 (42.5%) males. The students mostly preferred kinaesthetic style of learning. CONCLUSION: The present study emphasizes that different students have different learning styles and hence, using only one method of teaching may not benefit all the students.

scholarly journals PENGEMBANGAN BUKU SUPLEMEN KIMIA BAHAN ALAM PADA MATERI SKRINING FITOKIMIA TANAMAN GENUS PREMNA PROGRAM STUDI PENDIDIKAN KIMIA UNIVERSITAS MUHAMMADIYAH PONTIANAK

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Saidah Jambak ◽  
Dini Hadiarti ◽  
Raudhatul Fadhillah
Keyword(s):  
Small Group ◽  
Learning Strategies ◽  
Chemistry Education ◽  
Formative Evaluation ◽  
Assessment Instrument ◽  
Learning Materials ◽  
Book Design ◽  
Materials Used ◽  
Power Point ◽  
Teaching Learning

By far, learning sources and materials used by the lecturers in Chemistry of Natural Materials class haven’t met the students’ needs, as teachers only used power point, text books, and scientific articles during the teaching-learning process. Therefore, it is important to develop the complete learning materials, such as supplementary books. This study focused on the validity of supplementary book for Chemistry of Natural Sciences Class of Phytochemical Screening of Gemnus Premna in terms of materials (content), media, and small group try out. Using Research and Development (R&D) Model of Dick & Carey, as well as the references from Pambudiono (2016) and Puspitasari (2016), this study implemented a number of steps. They were identifying the learning purposes, conducting the learning analysis, analyzing the students and the context, formulating the specific learning purposes, developing the assessment instrument, developing the learning strategies, developing and selecting the learning materials, designing and developing the formative evaluation, and revising the product. As many as 15 students of Chemistry Education participated as the samples. The data collection techniques were direct communication (interview), observation, and post test questions.The study revealed the material or the content of the supplementary book was valid by 98,6%. It was measured by the content validity, the presentation, and the language use. Similarly, based on the results of media expert, the supplementary book was also valid by 70,62%, measured by the book cover, book design, rules of writing, and feasibility of presentation. Last but not least, the results of the small group try out showed the book was valid by 84,18%, in terms of attractiveness, comprehensibility, and level of difficulty

scholarly journals Impact of lecture delivery by using PowerPoint presentation and black board and chalk in second year MBBS students in Pharmacology

2019 ◽  
Vol 8 (2) ◽  
pp. 316
Author(s):  
Preetha Jose ◽  
Firoz Thaha ◽  
Kavitha Varghese ◽  
Aruvi Poomali
Keyword(s):  
Medical Students ◽  
Teaching Method ◽  
Cross Sectional Study ◽  
Visual Aids ◽  
Cross Sectional ◽  
Post Test ◽  
Second Year ◽  
Power Point Presentation ◽  
Power Point ◽  
The Impact

Background: The use of electronic media and audio-visual aids for teaching has become increasingly common in medical colleges. This teaching method is considered superior to blackboard and chalk by majority of the students and teachers. But the quality of medical education has not drastically improved in comparison. This study compares the impact of lecture delivery using PowerPoint presentation as opposed to blackboard and chalk in medical students attending pharmacology classes.Methods: This was a cross sectional study done in the second year MBBS students attending pharmacology classes in the Department of Pharmacology at Government Medical College, Thrissur in the year 2017. Students were given lectures on two similar topics, one using PowerPoint presentation and the other using blackboard and chalk by the same teacher. The students were given a post-test after each lecture and marks were analysed using Independent student’s t test. A feedback was also taken from the students regarding the two lecture delivery methods and the data is expressed in percentages.Results: This study was done in 149 medical students who attended pharmacology classes. The students scored significantly higher marks in the post-test when the lecture was taken using black board and chalk (p <0.001). 58% of the students preferred lecture delivery using PowerPoint compared to 38% preferring black board and chalk. 4% of the students considered both methods equally good.Conclusions: Lecture delivery using black board and chalk was found to be more efficacious than power point presentation when the marks of the post-tests were compared. However, majority of the students preferred lecture delivery using power point to blackboard and chalk.

scholarly journals An evaluation of two small group learning strategies among third-year medical students at the Faculty of Medicine, Siriraj Hospital, Mahidol University

2021 ◽  
Vol 45 (4) ◽  
pp. 679-684
Author(s):  
Kunatip Sutthiyuth ◽  
Preechaya Wongkrajang ◽  
Wimol Chinswangwatanakul
Keyword(s):  
Medical Students ◽  
Student Satisfaction ◽  
Small Group ◽  
Learning Strategies ◽  
Teaching Strategy ◽  
Group Learning ◽  
Small Group Learning ◽  
Analytical Skills ◽  
Siriraj Hospital ◽  
The Individual

Small group learning (SGL) is a discussion-based teaching strategy that can improve critical thinking, analytical skills, problem-solving, and interpersonal skills. This study aimed to evaluate student satisfaction in two SGL models among third-year medical students enrolled in a blood and lymphoid systems II course at the Faculty of Medicine Siriraj Hospital, Mahidol University in Bangkok, Thailand. A total of 318 students were divided into 12 groups, and each group had one facilitator. All included students and groups were exposed to both the central summary (CS) model and the individual facilitator summary (IFS) model (both SGLs). A questionnaire was developed to evaluate student rating of learning activities, perceived benefit, timing, workload, and satisfaction. Medical students rated the IFS model superior to the CS model for four of five parameters [confidence in performing and interpreting a laboratory test (83.6% vs. 78.8%), guidance for self-learning (52% vs. 39.5%), increased understanding of a disease (87.7% vs. 72.1%), and application of knowledge (77.4% vs. 70.2%), respectively]. Moreover, the IFS model was rated as having more suitable timing and workload and better satisfaction than the CS model. The results of this study suggest a strong preference for the IFS model over the CS model among medical students.

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