Introduction And Evaluation of Effective Image Based Interactive Teaching Learning Method In Forensic Medicine Amongst Second MBBS Students

2021 ◽  
Vol 21 (1) ◽  
pp. 105-108
Author(s):  
Rohit Zariwala ◽  
Krunal Pipaliya ◽  
Dimple Patel
Keyword(s):  
Forensic Medicine ◽  
Learning Method ◽  
Interactive Teaching ◽  
Teaching Learning

TEAM BASED LEARNING AS AN EFFECTIVE INTERACTIVE TEACHING TOOL- A CROSS SECTIONAL COMPARATIVE STUDY

2021 ◽  
pp. 63-65
Author(s):  
Anuradha Mokkapati
Keyword(s):  
Active Learning ◽  
Teaching Method ◽  
Teaching Tool ◽  
Traditional Teaching ◽  
Learning Method ◽  
Tutorial Group ◽  
Cross Sectional ◽  
Interactive Teaching ◽  
Team Based Learning ◽  
Teaching Learning

Background & objectives: Traditional teaching is passive and also lacks feedback to the students. Active learning methods have gained importance in medical education. Team Based Learning (TBL) promotes active learning among the students, with limited faculty. The objectives of the study were to compare TBL with Traditional teaching method and obtain feedback regarding TBL sessions from the students. Materials and Methods: Fifth semester students were divided into two groups- Students in A group were included in the TBL session, and those in B group in the traditional tutorial group. An assessment was conducted for both the groups at the end. Feedback was also taken from the students participating in TBL. Results: Mean score for TBL group was signicantly high compared to the traditional tutorial group. Most students opined that TBL promoted active participation and cooperative learning in the students. Many students felt that the session was stressful. Interpretation & Conclusions: TBL is an active and effective interactive teaching-learning method, which encourages students to work cooperatively.

INTERACTIVE INTERVENTIONS TO ENHANCE ATTENTION OF 1ST YEAR MBBS STUDENTS DURING PHYSIOLOGY LECTURE SESSIONS

2020 ◽  
pp. 1-3
Author(s):  
Jolly Bhattacharjya ◽  
Bobyjeet Goswami
Keyword(s):  
Active Learning ◽  
Positive Response ◽  
Medical Curriculum ◽  
Faculty Members ◽  
Learning Method ◽  
Core Component ◽  
Interactive Teaching ◽  
The Core ◽  
The Subject ◽  
Teaching Learning

Background: Physiology is the core component of medical curriculum. It is usually taught using didactic lectures. But didactic lectures are usually monotonus. Interactive lecturing can be an effective strategy towards active learning by the students. AIM:To introduce interactive teaching in Physiology to make learning more interesting. Methodology: Few sessions of interactive teaching were conducted during lecture classes on a particular topic of Physiology. Responses of students and faculties were recorded on prevalidated feedback questionnaires on 5 point Likert scale Results: Students showed positive response towards interactive teaching learning method. Faculty members were in agreement that interactive teaching increases active learning, condence of students and help them in better learning of the subject. Conclusions:It can be concluded from present study that interactive teaching is well accepted by both faculties and students.

scholarly journals Comparison between Brainstorming and Presentation Teaching-Learning Methods in School of Nursing Rajanpur Punjab Pakistan

2021 ◽  
Vol 2 (1) ◽  
pp. 32-39
Author(s):  
Asma Nazir
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Learning Style ◽  
Standard Deviation Score ◽  
Learning Method ◽  
Chi Square ◽  
School Of Nursing ◽  
Models Of Teaching ◽  
Significant Difference ◽  
Teaching Learning

Introduction: It is necessary to identify the students' diversities when we are going to perform our teaching in the classroom, it is also essential when we prepare our lecture to conduct in the classroom. Teachers used various methods to teach the students in the classroom. Several earlier studies are available on the effectiveness of different models of teaching approaches. This study intended the effect of using brainstorming and presentation teaching-learning strategies. Methods: Exploratory study design was used. 42 female nursing students of 2nd year class from 4-year diploma of general nursing and eight professional nursing instructors of School of Nursing Rajanpur. Descriptive statistics were used to identify the effectiveness of elected (brainstorming & presentation) teaching-learning strategies. Chi square was used to compare the academic performance (marks obtained) between students having different teaching-learning style. Results: The result showed that mean and standard deviation score for brainstorming and presentation teaching-learning strategies were 10.16±1.51 and 10.97±1.27. There is significant difference between group categories (<.05). Conclusion: The findings from this study show that presentation teaching-learning method plays a notable effect on students learning. This study as well exemplify that different teaching-learning method with advance technology is more useful than the conventional methods of teaching-learning.

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