Objective:To compare the perception of medical students on the usefulness of the interactive lectures, case-based lectures, and structured interactive sessions (SIS) in teaching and learning of Physiology.Methods:A cross-sectional study was carried out from January to December 2012 at Bahria University Medical & Dental College, Karachi, which had qualitative and quantitative aspects, assessed by self- reported questionnaire and focused group discussion (FGD). The questionnaire was distributed to 100 medical students after completion of first year of teaching of MBBS Physiology. The data was analyzed using SPSS version 15. Differences were considered significant at p-values <0.05 after application of Friedman test. Responses of FGD were analyzed.Results:All the teaching methodologies helped in understanding of precise learning objectives. The comprehension of structure and functions with understanding of difficult concepts was made best possible by SIS (p=0.04, p<0.01). SIS enabled adult learning, self-directed learning, peer learning and critical reasoning more than the other teaching strategies (p< 0.01).Conclusion:SIS involved students who used reasoning skills and power of discussion in a group to comprehend difficult concepts for better understanding of Physiology as compared to interactive and case-based lectures.

Objective:To determine faculty perception on journal club (JC) presentation at Bahria University Medical and Dental College (BUMDC), Karachi. Pakistan.Methods:It was a cross sectional study conducted from January 2009 to December 2012 to acquire faculty member’s feedback on JC presentations in structured meeting at BUMDC. Feedback was acquired by a self-reported questionnaire on a 3-pt Likert scale with a score of 1= disagree, 2= neutral, 3 = agree. Respondents were divided into Group I; senior faculty (professors, associates and assistants) and Group II of junior faculty (lecturers). Chi square test was applied to compare categorical variables; results considered significant with p value< 0.05.Result:A total of 75JC presentations were made in study period. In Group I, response was acquired by 5 Professors, 3 Associate Professors and 7 Assistant Professors whereas 34 lecturers comprised of Group II. Both groups responded to usefulness of JC equally without any significant difference. JC encouraged literature search in 35(72%), enabled 38(78%) to recall their knowledge and 34(70%) to understand study objectives. The participants 34(70%) were able to comprehend research methodology, 19(38%) understood biostatistics and 29(59%) evaluated the paper critically. The exercise motivated 36(74%) and 30(62%) participants were able to design their research projects.Conclusions:Orientation of research at BUMDC was made possible by JC discussions which encouraged literature review from reputable journals, understanding of research methodology and critical appraisals that facilitated formulation of research plans.

Medical educationists tend to explore short comings of teaching methodologieswith the aim to modify and bring improvement for learning of the students. Structuredassignments were introduced on account of unsatisfactory performance of students in shortessay questions of respiratory, cardio- vascular module. The pass percentage of studentsenhanced from 35.5 to 69 percent as a result of this intervention.

Article Citation: Rehman R, Rehan R. Hand written assignments; use in learning of physiology.ABSTRACT… Medical educationists tend to explore short comings of teaching methodologies with the aim to modify and bring improvement for learning of the students. Structured assignments were introduced on account of unsatisfactory performance of students in short essay questions of respiratory, cardio-vascular module. The pass percentage of students enhanced from 35.5 to 69 percent as a result of this intervention.