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Perception of undergraduate medical students towards the subject of pathology at one of the medical colleges of Gujarat, India.

Introduction

Most important task for any teaching professional is to impart meticulous knowledge to learners. As far as medical education is concerned, it is vital to use best available expertise in teaching methodology. Second professional year in the medical undergraduate is the pedestal where the students start attending clinics. Theoretical teaching will be of great help to make their fundamentals clear. Variation in the teaching methods is necessary as per the need. Medical Council of India has made arrangement of training of medical faculties by organizing medical educational units in all medical colleges. Regular sessions are being conducted all over the country by the medical education units. Getting feedback from the students regarding teaching methodology is crucial part of any teaching. Present study was carried out to evaluate students' perception regarding Pathology subject. Suggestions from students were received in order to improve the way of teaching.

Materials and Methods

Present study was a cross sectional study carried out among second MBBS students of one of the rural teaching hospital of Gujarat, India. Data collection was done after completion of first six months of second professional year. A predesigned questionnaire consisting of questions having 3-5 options was used to gather information regarding students' perception. Suggestions in the form of responses to open ended questions were also received from them. Informed verbal consent was taken from them prior to collection of data. Data entry and analysis was carried out using Microsoft Excel.

Results

All 127 undergraduate students of second MBBS were enrolled in the study. Out of 127 students, 88.1% perceived case based learning as most effective teaching method, whereas 70.8% and 65.3% mentioned practical and tutorial as effective method of teaching respectively.(Table 1) Analysis of perception of students about pathology subject showed that 68.5% students found the subject interesting. 86.6% believed that correct knowledge of the subject is helping them in clinical postings. 84.2% stated that integrated teaching is most effective method to understand the topic thoroughly. 62.2 % are willing to get internship posting in pathology laboratory whereas 40.9% are ready to take admission as post graduate student in pathology branch. (Table 2) Students have given their suggestions for improving teaching methods. 97.6% suggested inclusion of MCQ s in examination. 85.8% suggested use of power-point presentation in teaching any topic.84.2% mentioned continuation of integrated teaching methods.(Table 3)

Discussion

Present study was conducted at one of the rural teaching hospitals of Gujarat. Total 127 students of second year MBBS have participated in the study. Mean age of the students was 18 years with standard deviation of 1 year. Out of 127 students, 88.1% perceived case based learning as most effective teaching method. Lecture was considered as effective method by 60 % of the students. Lesser number of students found lecture as effective teaching method as compared to other methods. The reason behind this may be the longer duration of lectures which make them difficult to concentrate for entire lecture. Also studies have shown that attention span of an adult learner is 18-20 minutes after that there is a lapse. [1] Interactive sessions would be of great help to make the lectures interesting. In this study 65.3% of students mentioned that tutorials are more useful as compared to lecture to understand any topic. The results are consistent with that of study done by Badyal et al. [2], their also students have found tutorials and revision classes more useful than lectures.

Analysis of perception of students about pathology subject showed that 68.5% students found the subject interesting. In a study carried out by Goyal et al. [3], 43% of students in their study found the Pathology as an interesting subject. In our study 62.2 % are willing to get internship posting in pathology laboratory whereas 40.9% are ready to take admission as post graduate student in pathology branch. In present study 86.6% students believed that correct knowledge of the subject is helping them in clinical postings.

More than three fourths of students stated that integrated teaching is most effective method to understand the topic thoroughly. Similar finding was observed in study carried out by Goyal et al. [3] who mentioned that integrated teaching method could be useful and time saving. The result was also consistent with the results of study carried out by Kate et al. [4] Integrated teaching is effective to enhance the skill of clinico-pathological correlation and help to improve the cognitive and psychomotor domains of the students. [5] Students have given their suggestions for improving teaching methods. Most of the students suggested inclusion of MCQ s in examination. Inclusion of multiple choice questions (MCQs) was desired by the participants of study carried out by Goyal et al. [3] Suggestion for inclusion of MCQs in written examination was given in National consultative meeting on review of pharmacology curriculum. [6] In present study 85.8% students suggested use of power-point presentation in teaching any topic. Goyal et al. [3] mentioned in their study that, 95% students suggested the judicious use of audiovisual aids along with the conventional methods, so that the power-point presentation should complement the teaching methodology.

Conclusion

Students are in favour of use of integrated teaching. Use of audio visual aid in the form of power point presentations is more effective method for taking lectures. More weightage should be given to Multiple Choice Questions in examinations.

DOI: 10.5455/ijmsph.2014.140420142

Received Date: 01.04.2014 Accepted Date: 14.04.2014

References

[1.] Middendorf J, Kalish A. The "Change-Up" in Lectures. The National T eaching and learning forum, T eaching Resources Center, Indiana University. 1996;5(2). Available from: URL: http://www.ntlf.com/issues/v5n2/v5n2.pdf

[2.] Badyal DK, Bala S, Kathuria P. Student evaluation of teaching and assessment methods in pharmacology. Indian J Pharmacol 2010;42):87-9.

[3.] Goyal M, Bansal M, Gupta A, Yadav DS. Perceptions and suggestions of 2nd professional MBBS students about their teaching and learning process: An analytical study. NJIRM 2010;1:20-4.

[4.] Kate MS, Kulkarni UJ, Supe A, Deshmukh YA. Introducing integrated teaching in undergraduate medical curriculum. International Journal of Pharma Sciences and Research 2010;1:18-22.

[5.] Rafique N. Introducing integrated practical examination for 2nd year MBBS class. Proceedings in the 7th GCC Medical Colleges Conference by Saudi society of Family and Community medicine. Dammam, Saudi Arabia. 2009 Nov 17-19.

[6.] Clinical pharmacology section of Indian Pharmacological Society supported by WHO SEAR. MBBS curriculum review draft developed by core group for MBBS curriculum development (IPS members) at the National Consultative Meeting on review of pharmacology curriculum for UG and PG medical education in India with focus on better medicines for children. Kolkata. 2010 sep;29-30. Available from: URL: http://aimdda.wordpress.com/author/aimdda/

Amar R Shah (1), Nimisha D Shethwala (2), BH Parmar (1)

(1) Department of Pathology, GMERS Medical College, Dharpur-Patan, Gujarat, India

(2) Department of Microbiology, Pramukh Swami Medical College, Karamsad, Gujarat, India

Correspondence to: Amar R Shah (amar_rshah@yahoo.com)
Table-1: Most effective teaching method

Most Effective Teaching Method *    Frequency (%)

Case based learning                  112 (88.1)
Practical                             90 (70.8)
Tutorial                              83 (65.3)
Lecture                               77 (60.6)
Total                                    127

* Multiple Responses

Table-2: Perception of students regarding Pathology

Perception about Subject *                              Frequency (%)

Interesting Subject                                       87 (68.5)
Knowledge of pathology helps in clinical posting         110 (86.6)
MCQs exam will help in pre PG entrance exams             123 (96.8)
Integrated teaching improves understanding of subject    107 (84.2)
Willing to get internship posting in blood bank/          79 (62.2)
  Pathology laboratory
Willing to do post-graduation in pathology                52 (40.9)
Total                                                        127

* Multiple Responses

Table-3: Suggestions given by the students for improving
teaching methods

Suggestions *                                    Frequency (%)

Power point presentations should be used to       109 (85.8)
  teach various topics
Case based learning is needed                      92 (72.4)
Integrated teaching                               107 (84.2)
Cut short the duration of lecture                  89 (83.7)
Inclusion of MCQ base questions in final exams    124 (97.6)
Total                                                 127

* Multiple Responses
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Article Details
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Title Annotation:RESEARCH ARTICLE
Author:Shah, Amar R.; Shethwala, Nimisha D.; Parmar, B.H.
Publication:International Journal of Medical Science and Public Health
Geographic Code:9INDI
Date:Jul 1, 2014
Words:1339
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