Effect of educational strategies on improvement of academic performance of low achievers in first MBBS physiology students
Journal Title: Medpulse International Journal of Physiology - Year 2017, Vol 3, Issue 3
Abstract
Background: In spite of having high quality in conventional didactic lectures, practical sessions and extra theory classes, low academic performance of some of the students in medical colleges is of great concern. We are entangled with this problem with some of the students of each batch in every academic year. To deal with this situation, we planned to introduce some tools of innovative teaching learning strategies such as small group/team based learning methods. The overall impact of all these innovative strategies on improvement of the academic performance of low achiever students was evaluated and compared with the conventional teaching methods. Methodology: The study group consisted of First year MBBS students showing consistently low performance (less than 35%) in weekly topic wise unit tests. Total 30 such students were divided in three groups (10 participants in each group) to practice team based learning as an innovative teaching learning strategy. Important topics from Nerve-Muscle Physiology were chosen. One topic from N-M Physiology was allotted to each team. Prior to class meeting, each team was given sufficient time to do out of class work, as per the SLOs, such as reading and preliminary homework of the topic allotted to them. Then each student of the team underwent Readiness Assurance Process in which students (a) gave a short (10 MCQs) individual readiness assurance test (iRAT), (b) immediately afterwards gave the same test again with members of their team working on single answer sheet (tRAT), (c) then students were given their individual and team RAT scores and asked to make written appeals on any questions that the team missed on the tRAT, (d) the difficulties raised by students were noted by the facilitator. Then students, under supervision of facilitator, performed in class application exercises related to the difficulties they faced during tRAT in the form of group discussion. They were asked to share the outcome of their discussion in front of all the teams. Finally the facilitator briefs out the questions raised by each team. Performance assessment of all the participants involved in this study was done Result: Performance of low achiever students has been statistically significantly improved after undergoing team based learning. Conclusion: TBL help not only to improve academic performance but also to have Positive attitudes toward the content, provides confidence in one’s social skills and last but not the least it will act as an Opportunity to solve real-world problems.
Authors and Affiliations
Neeta Laxman Nanaware, Ajay Madhavrao Gavkare
Keywords
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