Integrating experiential learning in complementary and alternative medicine

Abstract

10-week course on cell biology, a first semester course. The rest were planned for use with other subjects, like pathology, pharmacology and clinical subjects, with a change in the focus of the task towards management.Three interactive post-PBL review sessions were held with the students, to cover their deficiencies and clarify their ideas. To enhance their understanding of the laboratory techniques used in the PBL, the class visited a molecular laboratory where they were allowed hands-on experience, performing polymerase chain reaction and other blotting techniques.At the end of the course, the level of knowledge was assessed with 2 multiple-choice question (MCQ) tests. A total of 74% of the class showed satisfactory attainment of objectives. Evaluation of results The course was favoured over conventional lecture-based education by both the students and the faculty, as shown by their response.Evaluation of the course by the students revealed that 88% thought that PBL was relevant to the course objectives and that the material was covered in a logical sequence. A total of 65% agreed that the course reflected integration of theoretical knowledge with practical application. In all, 81% agreed that PBL items motivated them to consult various learning resources. A total of 39% agreed with the statement that the use of only PBL items was more effective than lectures in facilitating understanding of the subject, while 45% disagreed and 16% neither agreed nor disagreed.The few limitations mentioned by the respondents highlighted the dearth of trained faculty and the limited time and resources available to run the module. From the students' point of view, depth of learning was a major issue.This course has produced a more active, meaningful, and responsive learning climate. Future efforts will, therefore, focus on overcoming the associated challenges.