A study on medical students' satisfaction and effectiveness of teaching methods in community medicine in a rural medical college at Anand, Gujarat with specific focus on non-classroom teaching

2016 ◽  
Vol 5 (10) ◽  
pp. 2098
Author(s):  
Deepak Sharma ◽  
Vidushi Gupta ◽  
Utkarsh Shah ◽  
Kanupriya Saxena ◽  
AbdulHamid Mavli ◽  
...  
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Community Medicine ◽  
Classroom Teaching ◽  
Medical College ◽  
Specific Focus ◽  
Students Satisfaction

scholarly journals Perspectives of Medical Students & Teachers Regarding the Use of Different Lecture Methods

2018 ◽  
Vol 4 (3) ◽  
pp. 57-60
Author(s):  
PRITISH KRISHNA RAUT ◽  
Sachin Gupta
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Traditional Method ◽  
Classroom Teaching ◽  
Self Evaluation ◽  
Medical College ◽  
Lecture Method ◽  
Power Point Presentation ◽  
Power Point ◽  
Teaching Learning

Background: Teaching methods used for lectures are mostly teacher-centered and not learner-centered. The method used for lectures is mainly determined by the teacher as per his/her convenience. The students are never asked about the lecture method which helps them in better learning. This can lead to poor understanding by students which in turn may hamper the learning process. Objectives: To find out the perspectives of students & teachers about the use of different lecture methods. Methodology: Views & opinions of 488 medical students & 47 medical teachers of a medical college about different types of teaching methods namely Traditional (chalk and board), over head projector and power point presentation were collected in an observational study with the help of separate questionnaires. Results: Most of the students (51.6%) prefer traditional method for the lectures, 54.9% have better understanding with traditional method (p<0.05), 61.5% students feel that they can concentrate more with traditional method (p<0.05) while 58% students feel that it is easy to note down important points with the help of Power point presentation (p<0.05). Large proportion of teachers (78.7%) prefer Power point presentation for classroom teaching, 76.6% teachers are willing to change to other method of classroom teaching if required, 80.5% teachers would like to have their performance monitored for self evaluation & self improvement. Overhead projector is neither preferred by students nor teacher as a teaching tool. Conclusion: A combination of traditional and power point presentation is preferred by the students for a better teaching-learning process.Keywords: Lecture, Chalk and talk, Powerpoint

scholarly journals Perceptions and preferences of medical students regarding teaching methods in a Medical College, Mangalore India

2013 ◽  
Vol 13 (3) ◽  
Author(s):  
KM Papanna ◽  
V Kulkarni ◽  
D Tanvi ◽  
V Lakshmi ◽  
L Kriti ◽  
...  
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Medical College

scholarly journals Attitude of medical students towards the use of audio visual aids during didactic lectures in Pharmacology in Gandhi Medical College, Bhopal, India

2019 ◽  
Vol 8 (7) ◽  
pp. 1640
Author(s):  
Faizan Chitapure ◽  
Mukesh Hindoliya
Keyword(s):  
Medical Students ◽  
Observational Study ◽  
Teaching Methods ◽  
Teaching Method ◽  
Visual Aids ◽  
Medical College ◽  
Power Point ◽  
Gandhi Medical College ◽  
Teaching Learning

Background: Students favthisteaching methods employing combination of audio visual aids and blackboard teaching over didactic lectures not using these aids. Different methods of lecture are-blackboard teaching, power point presentations (PPT) and mix of aids. This study was primarily done to know the students’ attitude and preferences regarding the lectures using PowerPoint (PPT) presentations and the traditional ‘black-board teaching’ method with an aim to improve the quality of didactic lectures in pharmacology by their appropriate use in further teaching – learning process, with an aim to improve their use in didactic lectures.Methods: A questionnaire-based observational study (annexure-1) observational study was conducted among all the medical students of 4th semester MBBS attending theory classes in the department of Pharmacology in Gandhi Medical College, Bhopal.Results: In this study, as a whole Majority 68 % (42 students) of students preferred mix of aids as teaching method over blackboard and power point. Sixty two students participated in the study out of which 58% (36) were male and students 42% (26) were female. Students told that the lectures using mix of aids were well organized and the lecture contents were well informative. As far as matter of suggestions is concerned 46 (74.2 %) students gave suggestions to improve teaching methods. As compared to blackboard the lectures taken on PowerPoint were clearly visible and well audible to all the students of the classroom..Conclusions: This study demonstrates that lectures delivered by using a mixture of audio visual aids are more appreciated by the students over blackboard teaching and power-point teaching individually. For further improving their lectures, if possible teachers should plan to implement feasible student suggestions by using a combination of audio visual aids.

scholarly journals Evaluation of Integrated Modular Teaching in Chinese Ophthalmology Trainee Courses

2020 ◽  
Author(s):  
Wei Xin ◽  
Yuxian Zou ◽  
Yong Ao ◽  
Yu Cai ◽  
Zheqian Huang ◽  
...  
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Test Score ◽  
Flipped Classroom ◽  
Research Training ◽  
Steering Committee ◽  
Average Score ◽  
Learning Session ◽  
Innovative Teaching ◽  
Medical College

Abstract Background: Before attending ophthalmology trainee courses in Zhongshan Ophthalmic Centre, the medical students from Sun Yat-sen University had finished two-year premedical education after the six-year medical courses including basic medical courses, clinical medical courses, clerkship, and research training in medical college. Integrated modular teaching using different problem-based teaching methods in ophthalmology was designed by the teaching steering committee of Zhongshan Ophthalmic Centre. This study aimed to evaluate the effectiveness and satisfaction scales of the integrated modular teaching among the trainee students. Methods: A total of 100 medical students attending ophthalmology trainee courses in Zhongshan Ophthalmic Centre were enrolled and randomly allocated into 4 groups according to the teaching arrangement. The trainee courses consisted of several sessions delivered in multiple methods, such as "flipped classroom" session and team-based learning session. The pre- and post-class tests were delivered to evaluate the effectiveness of the integrated modular teaching. The satisfaction survey questionnaire was collected from all participants to investigate the degree of satisfaction. Results: Compared with the first-day-test score, the total last-day-test score was significantly improved (t=3.288, P=0.001) by a paired t-test. Nineteen students obtain a significant improvement in ranking increased by more than 10 in the last-day-test, whereas failed to obtain a higher average score for daily performance than other students (t=0.469, P=0.654). According to the participant satisfaction questionnaires, these innovative teaching methods were considered as effective and satisfactory. Conclusions: Integrated modular teaching in ophthalmology trainee courses is effective and widely recognized by the medical college students.

scholarly journals Subject preference for future specialization among undergraduate medical students and their perception towards community medicine as a career option: a cross sectional study

2019 ◽  
Vol 6 (8) ◽  
pp. 3578
Author(s):  
Bitan Sengupta ◽  
Rituparna Das ◽  
Shampa Das
Keyword(s):  
Public Health ◽  
Medical Students ◽  
Cross Sectional Study ◽  
Community Medicine ◽  
Sectional Study ◽  
Undergraduate Medical Students ◽  
Double Burden ◽  
Cross Sectional ◽  
Medical College ◽  
Career Option

Background: India is currently in need of large number of public health specialists to combat the double burden of communicable and non-communicable diseases. But it was seen that medical students are less interested in a career as a public health specialists. This study aimed to assess the preferences of subjects for future specialization among medical students and to understand their attitude towards Community Medicine as a future career.Methods: A cross-sectional study was done among 200 MBBS students selected by stratified random sampling at Agartala Govt. Medical College of Tripura during April to May 2018. Data were analyzed using SPSS (version 25.0).Results: Medicine was the most preferred subject (35%) for specialization followed by obstetrics and gynecology (16%) and surgery (15%). About 4% of the participants opted Community Medicine for future specialization. Lack of personal satisfaction, lack of future career prospective and lack of opportunity to earn name and money ranked top most cause for not choosing Community Medicine as a career.Conclusions: Preference of Community Medicine for future specialization was very limited among medical students. Interest on Community Medicine as a career among MBBS students can be improved by proper counseling and modification of curriculum.

scholarly journals Medical Students View about the Integrated MBBS Course: A Questionnaire Based Cross-sectional Survey from a Medical College of Kathmandu Valley

1970 ◽  
Vol 1 (3) ◽  
pp. 95-100 ◽  
Author(s):  
Indrajit Banerjee ◽  
Akhilesh Chandra Jauhari ◽  
Ajay Chandra Johorey ◽  
Durga Bista ◽  
Bedanta Roy ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Community Medicine ◽  
Basic Sciences ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Medical College ◽  
The Government

Background Accreditation of curriculum by students may be useful in further modification of teaching and learning methods in medical colleges of any country specially Nepal. Course curriculum of medical sciences is made by learned professors of Universities, politicians and the government officers without consulting the students for whom it is made. In Nepal, Medical education is an experimental integrated teaching of four and half years for MBBS degree. Until now it has not been assessed as to what type of Doctors we are producing. This paper aims on the objective to find out whether integrated teaching or classical medical studies produce better doctors.   Methods The present study was done to assess the teaching, learning and evaluation procedures adopted in Nepal Medical College, Kathmandu by getting feedback from students of 4th (Basic Sciences), 5th-7th semesters and feedback was also taken from a few final year students (Clinical Sciences). A total of nearly two hundred students from this institution participated in this study. A multi-graded questionnaire was prepared and a pilot study of 20 students was done and the results were discussed among the authors to modify the questionnaire. This modified questionnaire was used in the main study. The same questionnaire was used for eliciting feedback from clinical students. The present study was undertaken from August 2008-January 2009. Results Out of 200 medical students, the mean age was found to be 19.4 ± 3 years SD. In gender distribution, male students (61%) were higher than female students (39%). Most of the medical students (70%) wanted to become doctor, to become rich and famous, 90% wanted to go to US (Massive brain drain). 90% of the students perceived that Anatomy is the most interesting and most relevant basic science subject for clinical studies and in Anatomy theory hours of teaching is to be increased (60%). Community Medicine was the most uninteresting subject of Basic sciences and if they are assured of attendance which subject they would not like to attend community medicine classes. 85% wanted that Pharmacology should be reduced in first four semesters and should be extended to seventh semester like Community Medicine. The best teaching method is Chalk and Board Method (60%) and followed by LCD slides (20%). Conclusion: Overall the results were alarming and may be taken up seriously by the policy makers. They can bring about amendments in course curriculum of universities in future.Keywords: Medical Education; Under-graduate; Post- Graduate; Nepal Medical College. DOI: http://dx.doi.org/10.3126/nje.v1i3.5575 Nepal Journal of Epidemiology 2011;1(3) 95-100

scholarly journals Community medicine learning - medical student’s perspective

2018 ◽  
Vol 6 (1) ◽  
pp. 367
Author(s):  
Angeline Grace G. ◽  
Gopalakrishnan S. ◽  
Umadevi R.
Keyword(s):  
Health Care ◽  
Primary Health Care ◽  
Medical Students ◽  
Learning Community ◽  
Medical Curriculum ◽  
Social Recognition ◽  
Community Medicine ◽  
Medical College ◽  
Primary Health ◽  
The Subject

Background: The goal of teaching Community Medicine in undergraduate medical curriculum is to ensure that medical graduates acquire competencies needed to solve common health problems of the community. This study aims to determine the perceptions of medical students in learning Community Medicine as part of their MBBS curriculum and to assess their preference of the subject for post-graduate studies.Methods: This study was conducted among third year MBBS students of a private Medical College. Universal sampling method was adopted and data was collected using a pre-tested, self-administered questionnaire. A three-point Likert scale was used to assess the perceptions of the medical students in learning Community Medicine. Data analysis was done using SPSS version 16.0.Results: Out of 183 students, 166 students participated in the study of which 42.8% were males and 57.2% were females. Nearly 89% of students agreed that learning community medicine during MBBS is very essential. About 83.7% felt more field visits or practical assignments need to be added to the curriculum to enhance students’ interest in the subject. Community medicine was preferred for post-graduation by only 12% of students. Interest in clinical specialties, limited career growth and less social recognition was the main reasons quoted by the students for not choosing the specialty for post-graduation.Conclusions: Learning Community Medicine is essential to produce community oriented primary health care physicians. Community Medicine as a future career option was found to be limited among the medical students. More exposure is needed on the wide career opportunities available after post-graduation. Community Medicine learning should be made more interesting, highlighting its importance in public health, primary health care & family medicine services.

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. 

scholarly journals Performance of Undergraduate Medical Students in Formative and Summative Evaluations in Community Medicine in a Medical College in India

2021 ◽  
Vol 20 (4) ◽  
Author(s):  
Saikat Bhattacharya ◽  
Soumitra Mondal ◽  
Kaushik Mitra
Keyword(s):  
Medical Students ◽  
Essential Role ◽  
Community Medicine ◽  
Summative Evaluation ◽  
Undergraduate Medical Students ◽  
Assessment And Evaluation ◽  
Medical College ◽  
The Third ◽  
Continuous Activity ◽  
Good Learning

Background: Assessment and evaluation should be a continuous activity associated with curriculum development. Continuous formative examinations are the stepping stone for good learning and better performance in summative examination. However, the correlation or predictability of formative examinations has not been quantified in the Community Medicine subject in the bachelor of surgery (MBBS) course in India. Objectives: The objective of this study was to explore the correlation of performance in continuous assessments and final summative evaluation in third-year professional MBBS students in Community Medicine and the predictability of formative scores for the final examination marks. Methods: An institution-based retrospective longitudinal study was conducted in the Medical College of Kolkata, India. A total of 237 undergraduate medical students were followed up for two years to track their results in three successive examinations. The scores obtained in formative and summative evaluations in third-year professional MBBS students in Community Medicine were analyzed to find out the correlation between them, and multiple linear regression was also performed in SPSS. Results: The strong and significant correlation (0.64) between the sixth semester and internal examination results suggests the importance of the sixth semester examination for the preparation of finals. The third semester examination, although conducted two years prior to the finals, still had significant correlation with the finals, but the correlation was weak (0.17). Conclusions: Formative examination in Community Medicine, which spans for overall three and half years, plays an essential role in the preparation of students for the finals, more so for achieving good scores. Performance in these two examinations can only explain more than one fourth of the variability of the performance in the finals.

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