Student’s perception about Modular teaching and various instructional strategies in the subject of Obstetrics and Gynecology.

Abstract

Many modifications have been introduced in the field of medical education in recent past with a shift from didactic to more student focused teaching strategies. Modular study system for final year MBBS students was introduced in the subject of Obstetrics and Gynecology in 2018 session. Objectives: To determine the students′ perception about modular teaching and various instructional strategies through feedback in the subject of Obstetrics and Gynecology at undergraduate level. Study Design: Cross sectional study. Setting: University Medical and Dental College, Faisalabad. Period: 1st January to 30th October 2018. Material & Methods: Eight modules were designed in the subject of obstetrics and gynecology for final year MBBS students. In order to ascertain the quality of teaching and to monitor the effectiveness of teaching methodologies, feedback was obtained. A written questionnaire was designed to collect feedback. Interpretation of collected data was performed on SPSS 20. Results: Total 136 students participated in study by giving back properly filled questionnaire. Modular teaching was appreciated as an effective method by 93.4% students. Case based teaching, small group sessions and problem based learning were considered most favored teaching methods (97.7%, 97.1% and 94.85%) respectively by the students. Conclusion: Modular teaching was found to be an interesting and a useful teaching - learning experience by majority of students. Almost all students showed positive acceptance for various teaching methods. Students’ feedback was also useful in identifying course components that need improvement so that appropriate measures can be made to improve the overall quality and effectiveness of the course in future.

Faculty Satisfication Regarding Modular Teaching

“…It is claimed that learners will develop critical thinking and problemsolving skills by participating in the learning process. 22 In a study conducted by Fatima et al revealed that 93.4% of students rated modular training as an effective way. They further added that case-based training; small group session and problem-based learning were considered the most preferred method of teaching (97.7%, 97.1%, and 94.85% respectively).…”

“…It is claimed that learners will develop critical thinking and problem-solving skills by participating in the learning process. 22 Davies et al characterize lifelong learning as "a continuous support process that energizes and empowers medical students to acquire all the knowledge, attitudes and skills they need throughout their lives and apply them with confidence, creativity, and happiness. 24 In the present study 82% of faculty agreed that in a modular system, students become lifelong learners because they can learn on their own by self-learning/practical skills.…”

Nursing students perspectives and academic performance in anatomy and physiology before, during and after a stability period of COVID-19

“…[35][36][37][38] This rapid change caused anxiety and stress and affected students' mental health 39 and academic performance. 40,41 For anatomy courses, this sudden shift in pedagogy affected body donation and prosection programs at various institutions worldwide. 17,42 As a result, many educators were forced to quickly adapt to online, virtual teaching modalities while maintaining the same learning outcomes as before COVID-19.…”

“…54 During COVID-19, virtual online teaching became a substitute for didactic, in-person teaching, and many inperson teaching modalities were no longer used. 23 As for the impact of the COVID-19 pandemic on academic performance during COVID-19 and after a stability period of COVID-19, not much is known about nursing students compared to medicine, health-allied 31,41,47 and most of these studies focused on students and faculty members' experiences and perspectives; very few studies examined its impact on the academic performance of the students in these disciplines. 39,41 Nursing students in the present study achieved a significant increase the class average and their individual GPA in anatomy and physiology in all midterms and finals taken during the COVID-19 pandemic compared to before and after a stability period of the COVID-19 pandemic.…”

Twelve Tips for COVID-19 friendly learning design in medical education

“…Evidence-based education has been implemented extensively in medical education in the last twenty years. There is a wide range of theoretical models ( Gordon et al, 2019 ), learning theories ( Mukhalalati & Taylor, 2019 ), pedagogies ( Pasarica, Kay & Cameron, 2019 ), and instructional strategies ( Fatima, Naz, Zafar, Fatima & Khan, 2020 ) which could improve the student learning experience. In conjunction with digital technologies, these can provide new opportunities to make medical education more relevant to the times we live in ( Bates, 2016 ).…”