Article Sidebar

Submitted
Mar 28, 2021
Published
Mar 28, 2021
Download
PDF
Statistic
Read Counter : 174 Download : 107

Main Article Content

Abstract

Introduction


There are various teaching aids available. Each of these aids have their own pros and cons. The preference of teaching aid varies from teacher to teacher and also student to student. MBBS curriculum also varies to certain extent across universities. This study was done to take student’s opinion about which teaching methodology is favored by them and what changes they would prefer to have.


Materials and Methods


This was a questionnaire based cross-sectional study done on II year medical students of Viswabharathi medical college. The questionnaire consisted of 10 questions having five options arranged according to 5 point Likert scale. Results were expressed as percentage of participated population that selected an option for a given question.


Results


99 students had participated in our study. 63.63% students favored chalk and board over powerpoint. 52.52% preferred to have seminars and integrated teaching on regular basis. 50.50% preferred to have animal experiments, while 77.78% desired to have mannequins and simulations. 69.69% believed that regular quiz programs would help them in learning in an enjoyable manner. 64.65% expressed that duration of theory class should be 45 minutes. 61.62% desired the college to work for 6 hours per day. 43.43% opined that having 126-150 students in a class is optimal, while 23.23% opined having only 50-75 students in a theory class is sufficient. 


Conclusion


This study has exposed the preference of young generation and it tells us that certain changes need to be addressed so as to make education enjoyable for the students.

Keywords

Teaching, feedback curriculum questionnaire academics MBBS

Article Details

How to Cite
Prashanth D, & Fazeel ZA. (2021). Questionnaire feedback from second year medical students regarding current teaching methodologies and their opinion for perspective changes. International Journal of Research in Pharmacology & Pharmacotherapeutics, 8(3), 302-310. https://doi.org/10.61096/ijrpp.v8.iss3.2019.302-310
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. [1]. All India Institute of Medical Sciences. Syllabus MBBS at the AIIMS. New Delhi 2005.
  2. [2]. Dr. NTR UNIVERSITY OF HEALTH SCIENCES. Hand Book for Students MBBS COURSE REGULATIONS. VIJAYAWADA;
  3. [3]. MEDICAL COUNCIL OF INDIA. MINIMUM STANDARD REQUIREMENTS FOR THE MEDICAL COLLEGE FOR 100 ADMISSIONS ANNUALLY [Internet]. NEW DELHI; 2017. Available from: https://www.mciindia.org/documents/informationDesk/Minimum%20Standard%20Requirements%20for%20100%20Admissions.pdf
  4. [4]. Vikas Seth, PrernaUpadhyaya, Mushtaq Ahmad, Virendra Kumar. An assessment of teachers’ preference for lecture delivery methods in medical education. Educ Res Rev. 5(9), 2010, 533–7.
  5. [5]. Jadhav V. S, Adchitre S.A, Magare A.R., Surve R. R, Mahajan S. M. A Comparative Study of Blackboard Teaching with Powerpoint Teaching in Third Year Medical Students. Int J Curr Med Appl Sci. 11(1), 2016, 17–21.
  6. [6]. Medical Council of India. Vision 2015. New Delhi.
  7. [7]. Sharmin Sultana. Preference towards modern day teaching and traditional teaching aids among the Bangladeshi tertiary level students. [Dhaka, Bangladesh]: BRAC University, 2016.
  8. [8]. Wai-Ching Leung. How to design a questionnaire. Stud Br Med J. 9, 2001, 187–9.
  9. [9]. Thomas F Burgess, UNIVERSITY OF LEEDS. Guide to the Design of Questionnaires. 131st ed. leeds: INFORMATION SYSTEMS SERVICES; 2001, 1–27.
  10. [10]. Sharma SC, Maharjan S. Entry knowledge and situational feedback of MBBS students. Kathmandu Univ Med J. 3(4), 2005, 442–8.
  11. [11]. Desa SB, Keny MS. PowerPoint versus Chalkboard Based Lectures in Pharmacology: Evaluation of Their Impact on Medical Student’s Knowledge and Their Preferences. Int J Adv Health Sci. 1(5), 2014, 10–4.
  12. [12]. ShrikrishnaNagoraoBamne, AvantikaShrikrishnaBamne. Comparative study of chalkboard teaching over PowerPoint teaching as a teaching tool in undergraduate medical teaching. Int J Med Sci Public Health. 5(12), 2016, 2585–7.
  13. [13]. R. V. S. N. S. Ramachandrudu. POWERPOINT PRESENTATION VS BLACKBOARD TEACHING: A COMPARATIVE STUDY AND EVALUATION IN GOVERNMENT MEDICAL COLLEGE, ANANTHAPURAMU, ANDHRA PRADESH FOR II M.B.B.S STUDENTS: A QUESTIONNAIRE BASED STUDY. J Evol Med Dent Sci. 5(26), 2016, 1352–6.
  14. [14]. Miller CJ, McNear J, Metz MJ. A comparison of traditional and engaging lecture methods in a large, professional-level course. AdvPhysiol Educ. 37(4), 2013, 347–55.
  15. [15]. Chilwant K.S. Comparison of two teaching methods, structured interactive lectures and conventional lectures. Biomed Res. 23(3), 2012, 363–6.
  16. [16]. Toppo NA, Lazarus M, Seth RJ, Bhargava OP, Yadav KS, Kasar PK. Introduction of Integrated Teaching Learning Module in Second M.B.B.S. Curriculum. 3(5), 2016, 5.
  17. [17]. CPCSEA. Compendium of CPCSEA [Internet]. New Delhi; 2018 [cited 2018 Feb 8]. Available from: http://cpcsea.nic.in/WriteReadData/userfiles/file/Compendium%20of%20CPCSEA.pdf
  18. [18]. GurleenKaur, PreetiGarg, Vidushi Sharma, Jaspreet Singh, Prithpal S. Matreja, P. M. L. Khanna. Comparison of computer simulation and graphical illustration for teaching experimental pharmacology to undergraduate students. Int J Basic ClinPharmacol. 6(4), 2017, 788–94.
  19. [19]. Badyal DK, Modgill V, Kaur J. Computer simulation models are implementable as replacements for animal experiments. Altern Lab Anim. 37(2), 2009, 191–5.
  20. [20]. Priya P Roy, Pratibha P Patil, Doshi M A, Ambali M P, Kumar SaiSailesh. QUIZ AS A TOOL FOR PART COMPLETION EXAM IN ANATOMY. Int J Anat Res. 2017 Mar 31;5(1.3):3625–8.
  21. [21]. K Devi. QUIZ AS AN INNOVATIVE APPROACH IN TEACHING COMMUNITY MEDICINE TO MEDICAL STUDENTS. Natl J Community Med. 2014 Jun;5(2):182–5.
  22. [22]. Ana Poljičanin, Ana Čarić, Katarina Vilović, VanaKošta, MajaMarinovićGuić, Jure Aljinović, et al. Daily Mini Quizzes as Means for Improving Student Performance in Anatomy Course. Croat Med J. 50(1), 2009, 55–60.
  23. [23]. Diane M. Bunce, Elizabeth A. Flens, Kelly Y. Neiles. How Long Can Students Pay Attention in Class? A Study of Student Attention Decline Using Clickers. J Chem Educ. 87(12), 2010, 1438–1443.
  24. [24]. Polly Lama, JyotiKulkarni, BinodTamang, PranotiSinha. The impact and significance of small and large group teaching and learning in medical curriculum. J AnatSoc India. 2(2), 2015, 2349–1604.
  25. [25]. Cynthia J. Miller, JacqueeMcNear, Michael J. Metz. A comparison of traditional and engaging lecture methods in a large, professional-level course. AdvPhysiol Educ. 37, 2013, 347–355.
  26. [26]. MajidAhmadi, SamadSajjadi. Is Students’ Mini-Lecture An Effective Strategy to Learn English? J Paramed Sci. 4(3), 2013, 100–4.