Integrated Versus Traditional Method in Basic Medical Science Education: A Comparative Study in an Indian Medical College

Abstract

Anatomy has always been a cornerstone of medical education disregard of nation or specialty. Dissection and didactic lectures were its only methods of teaching in the past. A multiple range of special study modules like integration, problem based approach and community based approach is now replacing where integration is not routinely practiced. Lectures of anatomy and physiology were integrated and students' understanding was assessed using pre-test and post-test in the form of 10 multiple-choice questions each. Opinion of students was taken using a questionnaire. MJSBHResults: Total students participating in the study were 118. The mean score in pretest was found to be 5.32±1.88 and mean post-test score was 5.43±1.89. Students t test revealed a P value of 0.65 reflecting no statistically significant difference in the results. In the subjective assessment 76% of students didn't have any past experience of integration of 2 different subjects, 87% students said that integration of anatomy and physiology lectures facilitated the understanding of the subject, 75% students wanted more topics to be taught in an integrated manner in future whereas 23% students say that only few relevant topics should be integrated. 47% of students recommended the integration of more subjects and the subject chosen was biochemistry. Most students said that such integration provided a better and holistic understanding of topics being covered. Students identified no disadvantages of integration. Conclusion: The objective result showed no significant improvements in scores.On the other hand the subjective response of the students pointed towards an integrated approach being superior to stand alone didactic lectures in providing better understanding.

Barriers to Learning During Clinical Rotations in the Emergency Department: The Perspective of Students in a Public Sector Institute of a Developing Country

“…This is an alarming situation which shows that the perception of students towards clinical learning is largely ignored by the faculty as the teaching is too teacher centered. Studies have proven that student-centered teaching methodologies are better for medical education than traditional teachercentered methods in terms of orienting students for clinical learning [8], [15].…”

“…The low mean scores in item number 1, 2, 4, 5 and 8 are suggestive of this finding. Studies have concluded the necessity of integration of problem-based learning (PBL) and stimulation-based learning (SBE) techniques in preclinical years for the smooth transition of students when they enter in their clinical phase of learning [7], [8], [11]. Moreover, the incorporation of clinical skills sessions and case-based learning in the curriculum will improve students' preparedness for clinical years and reduce the burden caused by this transition [16], [17].…”

“…The new active, learner-based teaching methodology in developed countries such as problem-based learning and self-regulated learning helps in proficient clinical learning [7]. In contrast, the traditional teachercentered learning approach in some developing countries with limited feedback delivery and poor student-teacher interaction adversely affect the quality of clinical learning which are of serious concern for medical educators [8], [9]. Furthermore, the increased patient load, prioritization of patient care, lack of sufficient time, and other responsibilities of clinicians at hospitals limit them to effectively teach the required clinical skills to medical students [10].…”

Feedback to Receivers: Knowledge and Perception of Medical Students in a Public Sector Institute of a Developing Country

“…The dilemma is the lag in effective feedback delivery in public sector institutes of developing countries due to extensive patient load and teacher-centered teaching [14]. These factors require a need to assess the knowledge and perception of students regarding the feedback they receive.…”