An Integrated Approach of Teaching Pregnancy Induced Hypertension to MBBS Students
Journal Title: IOSR Journal of Dental and Medical Sciences (IOSR-JDMS) - Year 2019, Vol 18, Issue 4
Abstract
Introduction: The methodology of teaching is of three types. “Adhyapana” refers to “act of teaching” or the “teacher reads”. “Adhyayan” is “self-learning” or the “student reads”. “Sambhasa” or “Tatva vidya” refer to “discussion”. Types of learning are again of three types: informative learning, formative learning and transformative learning. Informative learning produces experts. Formative learning produces professionals. Transformative learning in the context of health education produces leaders with global connection. Millers pyramid of competence evolves the steps in learning as knows, knows how, does and teaches how. The aim of the vertical integrated teaching programme on pregnancy induced hypertension was to enable students to comprehend and teach (sambhasa) pregnancy induced hypertension with firm and reinforced understanding of pathophysiology, biochemical markers, radiological predictors, pharmacotherapy and anesthetic consideration. Neonatal problems specific to pregnancy-induced hypertension were also discussed. Materials and Methods: This pre- and post-test study conducted in Kurnool Medical College, Kurnool, India on final year MBBS students for teaching „Pregnancy Induced Hypertension‟ as a single day workshop with clinical case-based approach involving basic science experts. In six stations, twelve cases were discussed by a galaxy of experts from clinical and basic science departments. Pre-test and post-test results were analyzed. Feedback was taken from the students at the end of the day-long session and it was analyzed. Results: Analysis of pre- and post-tests by questionnaires showed an increase in the scores of the students. This was plotted in a box plot. The feedback given by the student‟s too preferred vertically integrated problem-based learning as a better method rather than didactic lectures and bedside teaching only. Conclusion: This study shows a single one-day program of vertically integrated teaching of a common clinical condition broke the monotony of the curriculum and lead to an enjoyable learning experience to the final year medical students. Students expressed their preference towards more sessions of vertical integration programs in future through their valuable feedback. The efforts of all facilitators were acknowledged by the students and their improvement in scores in post-test motivated them in participating in these sessions in future. The application of their basic science knowledge into clinical problem-based approach of learning proved extremely useful in this study.
Authors and Affiliations
Dr. L. Rajaneesh Babu
Keywords
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- EP ID EP574578
- DOI 10.9790/0853-1804142023.
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