Undergraduate medical students’ feedback and perceptions on teaching learning methodology in Pathology at Government Medical College
Journal Title: International Archives of Integrated Medicine - Year 2016, Vol 3, Issue 7
Abstract
Introduction: For medical students, second year is crucial, as they enter the clinical postings for the first time and are taught about the pathogenesis of disease, which will enable the students understand medicine with better concept. It is an agreed fact that regular reviewing of teaching learning methods of the teachers is necessary for improvement. Hence to find out the perception regarding the didactic lecture method being followed, the present study was conducted using feedback in form of questionnaire from students. Materials and methods: 197 II year MBBS students appearing for their Part II final university exams were asked to fill up the structured pre-validated feedback questionnaire regarding the didactic lecture method of teaching being followed at pathology department. Questionnaire included set of questions on T/L methods and on the changes recommended. Descriptive statistics were used in the form of frequency distribution and percentages were used to analyze the data. Results: Study showed female preponderance. Majority of the students found the subject to be interesting and agreed that knowledge about pathology helps in clinical posting. 35.53% of the students found general pathology to be difficult subject. Students were satisfied with clinical correlation, content and explanation given to clarify the subject during the lectures. Most of the students agreed that they were encouraged to asked questions and give answers during lectures, and were satisfied with the delivery and pace of lecture. Readability, usefulness and innovative methods during lecture presentation were found to be satisfactory. 56.33% of students agreed that didactic lecture is a very effective teaching learning method. Majority of the students felt the strong need for introduction of integrated teaching, case based and group discussion. Conclusion: Taking feedbacks from the students is one of the accepted and reliable methods of assessment. Majority of the students were satisfied with the present teaching learning method. Introduction of integrated teaching and case based and group based discussion was favored by majority of the students.
Authors and Affiliations
S. S. S. Quadri, Shyamala Srujana, S Mahesh, B. Bheeshma
Keywords
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