Impact of alterations in teaching methodologies on learning capabilities

To compare the role of new approaches and methods in the development of understanding and learning capabilities of undergraduate medical students in the module of respiratory physiology. A comparative cross sectional study was conducted in Bahria Univiersity Medical & Dental College using a samp...

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Bibliographic Details
Published in:Journal of the Pakistan Medical Association 2011-10, Vol.61 (10), p.982-985
Main Authors: REHMAN, Rehana, MUHAMMAD SHAMAUN RAZI, SYED, Sadiqa, SULTAN, Tipu
Format: Article
Language:English
Subjects:
Adolescent
Biological and medical sciences
Comprehension
Cross-Sectional Studies
Education, Medical, Undergraduate - methods
Female
General aspects
Humans
Learning
Male
Management
Medical education
Medical sciences
Methods
Pakistan
Respiratory Physiological Phenomena
Schools, Medical
Students, Medical - psychology
Teacher-student relationships
Teaching - methods
Young Adult
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Summary:To compare the role of new approaches and methods in the development of understanding and learning capabilities of undergraduate medical students in the module of respiratory physiology. A comparative cross sectional study was conducted in Bahria Univiersity Medical & Dental College using a sample size of 198 students from February till May 2010. Difficulties in understanding the concepts of respiratory physiology was analyzed in groups A (Batch 2008-2013) and assessed through test performance. In group B (Batch 2009-2014) "integrated learner-and teacher-centered" approach was implemented by introduction of problem based learning, case based sessions, students seminar, quizzes and structured assignments. Response of group B students was evaluated in terms of concepts and performance by identical feedback form and assessment test. The data was analyzed using SPSS version 15.0 and applying the Chi-square test. The mean age of Karachi students of Groups A and B was 20 +/- 2 years. Statistically significant improvement in conceptual understanding of Group B (84%) was noticed compared to Group A (42%). Conceptual understanding of Group B (84%) was observed, as compared to Group A (42%) Supplementation of teaching methodologies with augmented interaction improved significant learning, performance and satisfaction among group B students.
ISSN:0030-9982