Student perceptions on activity-based learning in physiology

Parekh, Meena; Munjappa, Hemlata; Shinde, Smita; Vaidya, Surekha

doi:10.5455/njppp.2018.8.1248218122017

Cited by 3 publications

(5 citation statements)

References 14 publications

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“…CBL will help students apply the knowledge they have gained to real-life situations. Similar findings have been observed in a few other studies too [8][9][10][11]. The majority of the students were of the view that CBL motivates them toward self-directed learning.…”

Section: Discussionsupporting

confidence: 90%

Case Based Learning in Teaching Pharmacology to Undergraduate Medical Students

Garg¹,

Bhanwra²

2022

Cureus

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BackgroundWith the new competency-based curriculum coming into effect we need to introduce newer teachinglearning methods to help students improve their learning and acquire necessary knowledge and skills. Hence to integrate pharmacology with clinical sciences and involve the students in their learning process, casebased learning (CBL) has been found to be very successful. Therefore the present study was planned to introduce CBL as a new teaching-learning method in pharmacology and to know the perceptions of the students regarding this method. ObjectivesThe study aimed to introduce CBL to Bachelor of Medicine and Bachelor of Surgery (MBBS) students as a method of teaching pharmacology and the perceptions of the students regarding CBL were noted. MethodologyAfter seeking institutional review board approval and sensitizing the students and faculty about this new teaching-learning method, CBL sessions were conducted on a few topics. Perceptions of the students were recorded on a feedback questionnaire and the results were analyzed. ResultsNinety-five percent of students agreed that CBL helped in better comprehension of the concepts. Ninety-six percent of the students found CBL interesting and 96% of students said that CBL will help them correlate pharmacology clinically. ConclusionsThe students felt that CBL is an effective learning tool and would promote the clinical application of pharmacology.

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Section: Discussionsupporting

confidence: 90%

Case Based Learning in Teaching Pharmacology to Undergraduate Medical Students

Garg¹,

Bhanwra²

2022

Cureus

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“…1 Most of the studies on case vignettes mention the use of hypothetical case studies (patient scenario) designed to achieve a specific learning objective. 9 But we selected real cases from recent studies published in last five years and the discussion was focused on the differential diagnosis, investigation and comprehensive management. Feedback from the learners helps to assess innovative teaching-learning methods, and feedback serves as guide for improvement when conducting the same sessions or training in the future.…”

Section: Discussionmentioning

confidence: 99%

<p>Clinical vignette-based interactive discussion sessions: feedback from residents</p>

Piryani¹,

Piryani²

2019

AMEP

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IntroductionA clinical vignette is a useful tool for teaching both clinical and basic sciences courses. The clinical vignette-based interactive discussion sessions were conducted for residents in the internal medicine department of Universal College of Medical Sciences( Bhairahawa, Nepal) with aim to link the residents to clinical practice setting. The objective of this study was to assess the feedback of participant.MethodsThe sessions were done five days a week between January 16 and February 26, 2019. Each session was between 45 and 60 minutes. The clinical vignettes related to internal medicine were downloaded using Google. Each vignette was divided into sections, related questions with responses were developed and the discussion was updated referring to the latest articles on subject. Eleven residents participated in the session. At the end of last session feedback was taken on a validated semi-structured questionnaire. The data was analyzed using SPSS version 21.ResultsResidents rated the clinical vignette-based interactive discussion sessions on the scale 1 = poor to 10= excellent; usefulness (9.45±1.04), content (9.27±0.90), relevance of session (9.18±1.08), facilitation (9.27±1.10), and overall (9.36±0.81). Participants rated the structure of vignettes discussed (3.73±0.47), the questions related to vignettes discussed (3.82±0.40), and discussion related to vignettes done (3.64±0.50) on a Likert scale 1–4 (4= extremely important, 3= moderately important, 2= slightly important, 1= not important). The two-way interaction, the approach toward differential diagnosis, diagnosis and management, choosing appropriate investigation, clinical relevancy of vignettes, boosts understanding, enhances thinking power and thinking outside the box, improving clinical approach and academic learning were among the strengths of sessions shared by residents. All residents proposed to continue these sessions and develop vignettes of our patients. The majority of the residents recommended conducting session on alternate days.ConclusionThis method of learning allowing the residents to follow and construct clinical outcome in a logical and systematic sequence that may be applicable in real-life clinical practice settings. This method enhances the thinking power of residents and their problem-solving capacity.

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“…It is evident and well-known finding that learners are unwilling in incorporating such active learning modes as their preset mind is unable to consider such tangential ways positively in the scholastic setting. 4,5,15,16 The passive existences during didactic lectures is rather an easy way for nonserious students and even for majority as students in India are habituated of learning through such ways only.…”

Section: Discussionmentioning

confidence: 99%

“…13,14 In other words, there lies a difference in envisaging crisis and really doing something to solve it, the approach of active learning offers an occasion for the learners to do something to decipher the problem. 5 Few students also had opinion of such activities to be a misuse of their high time before examination. They also have a view that for few topics, stipulated time was either insufficient or their way of elucidation needed more time to cover-up complete topic.…”

Section: Discussionmentioning

confidence: 99%

“…The contemporary cohort of learners wishes delightful atmosphere, self-command, apparent prospects and expositions, personal empathy with the mentors, integrity, and unconstrained utilization of technology. [4][5][6] The innovative trend incorporates teaching with extensive utilization of active learning practices so as to augment the performance. 7 A well-known fact is that learning and participation are in each other's pocket.…”

Section: Introductionmentioning

confidence: 99%

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The Experiences of Medical Graduates to Peer Teaching in a Large Group

Dixit

Singh

Potaliya

et al. 2019

Annals of the National Academy of Medical Sciences (India)

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Medical education is persisting to be chiefly structured around faculty authority and didactic lectures. This upholds idiosyncratic spirited milieu rather than the two-way ones desirable for the relevance in current clinical practice. The present study was set to refurbish the at hand scenario by the assimilation of active learning strategy as seminars in human anatomy curriculum of medical undergraduate program. The underlying purpose of this study was to evaluate the inclusion of varied modalities of active learning stratagem. The aim was also to construct an interactive two-way classroom prospects for thorough understanding, conceptualizing, problem solving, and utilizing student oriented presentations to elucidate multifarious subject concepts in an easy and de novo approach. The study was conducted on First Professional MBBS students in the Department of Anatomy at the Institute by a seminar activity for active comprehension followed by student feedback. A qualitative and quantitative analysis was done where close-ended questions were concerned with the usefulness of the activity and significant aspects related to the understanding of anatomy. The scores for student feedback were graded in a five-point Likert's scale. The institutional experience of facilitators of this tertiary care institution and their efforts in successful implementation of seminar activity have set an example and responsibility for the medical educators all over the globe to use more and more of such instructional approaches.

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Student perceptions on activity-based learning in physiology

Cited by 3 publications

References 14 publications

Case Based Learning in Teaching Pharmacology to Undergraduate Medical Students

Case Based Learning in Teaching Pharmacology to Undergraduate Medical Students

<p>Clinical vignette-based interactive discussion sessions: feedback from residents</p>

The Experiences of Medical Graduates to Peer Teaching in a Large Group

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