PERCEPTIONS OF SECOND PROFESSIONAL MBBS STUDENTS ABOUT INTEGRATED TEACHING AND LEARNING PROCESS
Journal Title: Journal of Evidence Based Medicine and Healthcare - Year 2018, Vol 5, Issue 26
Abstract
BACKGROUND Traditional teaching is didactic, discipline wise model, passive, teacher centered and compartmentalized. Integrated teaching is organization of teaching methods to interrelate or unify subjects frequently taught in separate academic courses or departments. Integrated teaching is the need of the hour. MCI recommended integrated teaching since 1997. Students are expected to get a holistic and not fragmented approach on the subjects. It bridges academic knowledge with real life practice. The process also encompasses strategies for linking basic and clinical science from the classroom to the bedside. It helps improve cognitive, psychomotor domain and skill of students to correlate clinically. Students trained in integrated teaching used more accurate diagnosis than did students taught by conventional teaching. Needs and trends of students are changing, and role of education is being redefined. Student perception forms valuable input into curriculum modification and review. Impact evaluation is learning the student’s perception and attitude. Hence this study was done to explore, analyse and document the perception of second MBBS students as stakeholders in medical education by taking feedback after exposure to Horizontal integrated teaching as a new teaching learning method. MATERIALS AND METHODS It was a cross-sectional study. A meeting was held by the heads of Para-clinical (Pharmacology, Microbiology, Pathology, Forensic medicine and Community medicine) departments. Topics were allotted to students for preparation and faculties were assigned to assist them. Feedback was taken from the Second professional MBBS students consisting of both genders, in an anonymised manner. A predesigned 25 points Structured Questionnaire based on the literature review having open and close ended questions was used. Each question in the questionnaire used a 5-point Likert scale (Strongly Agree to Strongly Disagree) for assessment. Respondents were required to indicate their agreement or otherwise with each item by ticking one of the five alternatives. Participation in the study was voluntary. Sufficient time was given to complete the questionnaire. Data collected was analysed using Epi info 7. Institutional Research Committee and Institutional Ethics Committee clearance was obtained before starting the study. RESULTS 46.51% students agreed that they need to be oriented to integrated teaching. 43.41% agreed that Integrated Teaching helps in appreciation and application of basic science knowledge in health and disease and 36.15% also agreed that integrated teaching will help improve the performance in clinics and university exams. 48.46% agreed that the topics discussed during integrated sessions were relevant and 37.69% strongly agree that topics should focus more strongly on the health problems of our country with special emphasis on locally prevalent diseases. 35.71% agreed that time allocated for the session was adequate and 51.54% strongly agreed that exam related topics should be discussed in the sessions. 10.08% strongly agreed that integrated teaching develops logical thinking, provides extra knowledge and 17.83% agreed that integration encouraged their intellectual curiosity and provoked them for self-reading and learning. CONCLUSION Students do welcome the concept of integrated teaching. Feedback of the students was positive and constructive. Meticulous planning of integrated lecture program with purposeful pre-session workup with interdepartmental faculty will prove to be powerful teaching technique and effective learning approach for students.
Authors and Affiliations
Dhanya Thirookaran Harichandran
Keywords
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- EP ID EP567147
- DOI 10.18410/jebmh/2018/411
- Views 68
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