|
Dr.D.S.
Raju Naidu
|
Professor,
Department of Radiotherapy
|
|
Dr.M.Par
ni Kumar
|
Professor,
Department of Ophthalmology
|
|
Dr.D.Udaya
Kumar
|
Professor,
Department of Ophthalmology
|
|
Dr.M. Prasanth
|
Professor,
Department of Orthopaedics
|
|
Dr.V.V.
Narayana Rao
|
Associate
Professor, Department of Orthopaedics
|
|
Dr.Ch.Venkata
Ramana
|
Associate
Professor, Department of Biochemistry
|
|
Dr. G.
Ravi Babu
|
Associate
Professor, Department of Ophthalmology
|
|
Dr.A.Thirupathi
Reddy
|
Associate
Professor, Department of Paediatrics
|
|
Dr.G.Vara
Prasad
|
Associate
Professor, Department of Orthopaedics
|
|
Dr.C.Aparna
|
Associate
Professor, Department of Pathology
|
|
Dr. M.
Venu gopal
|
Associate
Professor, Department of Pathology
|
|
Dr.V.Indira
|
Assistant
Professor, Department of Biochemistry
|
|
Dr.V.Aruna
|
Assistant
Professor, Department of Biochemistry
|
|
Dr.R.Purnamma
|
Assistant
Professor, Department of Community Medicine
|
|
Dr.G. Rajani
Kumar
|
Assistant
Professor, Department of Orthopaedics
|
|
Dr.S.Neelima
|
Assistant
Professor, Department of Community Medicine
|
|
Dr.A.Satish
Kumar
|
Assistant
Professor, Department of Radiotherapy
|
|
Dr.A.Ajay
|
Assistant
Professor, Department of Orthopaedics
|
|
Dr.K.Kishore
Kumar
|
Assistant
Professor, Department of Orthopaedics
|
|
Dr.D.Chinnamma
|
Assistant
Professor, Department of Community Medicine
|
|
Dr.B.Manjula
|
Assistant
Professor, Department of Ophthalmology
|
|
Dr.B.Sreedevi
|
Assistant
Professor, Department of Community Medicine
|
|
Dr.P.Ramana
Kumari
|
Assistant
Professor, Department of Pathology
|
|
Dr.M.Usharani
|
Assistant
Professor of, Department Pharmacology
|
|
Dr.K.Maruthi
Devi
|
Assistant
Professor of, Department Pathology
|
|
Dr.G.R.Santhi
Latha
|
Assistant
Professor of, Department Anaesthesia
|
|
Dr.V.Aruna
|
Assistant
Professor, Department of Obst. & Gynaecology
|
|
Dr.Y. Sivarama
Krishna
|
Assistant
Professor, Department of Paediatrics
|
|
Dr.M.Ravi
Kumar
|
Assistant
Professor, Department of Ophthalmology
|
|
Dr.K.V.N.
Sreedevi
|
Assistant
Professor,Department of Ophthalmology
|
M. PARNI KUMAR - ophthalmology professor
project - as submitted by Dr Parni Kumar.
TOPIC: Answering and scoring pattern by the
Postgraduate students by traditional and structured essay type questions.
AUTHOR: Dr. M.
Parni Kumar, Professor and HOD, Department of Ophthalmology, Government General
Hospital, Guntur Medical College, Guntur.
AIM: To assess the answering pattern and scoring of
marks by traditional (unstructured) and structured essay questions by the
Postgraduate students of the department of Ophthalmology Government General
Hospital, Guntur Medical College as a part of medical education teaching
programme fulfilment.
OBJECTIVES: 1.To assess the knowledge of students
2. To know the pattern and quality of writing
3. To assess the time taken for answering
INTRODUCTION: Essay test has the advantages of being
relatively easy to frame, allowing the students free and effective expression,
and testing their knowledge, reasoning and ability to organize ideas. We are
testing the cognitive domain of the learner.
MATERIALS AND METHODS:
Group of Postgraduate students, question papers,
answer sheets, evaluation of the answer sheets by teachers.
This study was conducted to assess the answering
pattern and scoring of marks of the same group of Postgraduate students to
different patterns of the same questions (structured and unstructured).
A group of twenty
Postgraduate students was taken and the students were allotted numbers from one
to twenty. On day 1, they were given two traditional essay type questions. On
day 2, they were given the same two questions, but structured essay type
questions this time. The questions were given without prior notification. A
time of thirty minutes was given each day. Two evaluations were made by two
different teachers on the respective days and the average of the two was taken
to assess the reliability, validity and objectivity.
Unstructured
questions- Day 1 (time-30 minutes)
1.
Write
about cataract. 10 marks
2.
Write
about glaucoma. 10 marks
Structured
questions- Day 2 (time-30 minutes)
1.
What
is cataract? Classify cataract and write the management. (4+3+3 marks)
2.
What
is glaucoma? Classify glaucomas and write the management. (4+3+3 marks)
RESULTS
|
Roll number
|
|
Unstructured
|
|
|
Structured
|
|
|
|
|
|
Evaluator 1
|
Evaluator 2
|
Average marks
|
Maximum marks
|
Evaluator 1
|
Evaluator 2
|
Average marks
|
Maximum marks
|
|
1
|
15
|
13
|
14
|
20
|
18
|
17
|
17.5
|
20
|
|
2
|
14
|
12.5
|
13.5
|
20
|
15
|
15
|
15
|
20
|
|
3
|
12
|
11
|
11.5
|
20
|
16.5
|
15
|
16
|
20
|
|
4
|
12
|
12
|
12
|
20
|
14
|
14
|
14
|
20
|
|
5
|
12
|
11
|
11.5
|
20
|
13
|
15
|
14
|
20
|
|
6
|
11
|
11
|
11
|
20
|
12.5
|
14.5
|
13.5
|
20
|
|
7
|
12
|
13
|
12.5
|
20
|
13
|
16
|
14.5
|
20
|
|
8
|
13
|
13
|
13
|
20
|
13.5
|
16
|
15
|
20
|
|
9
|
13
|
15
|
14
|
20
|
13
|
15
|
14
|
20
|
|
10
|
11
|
12
|
11.5
|
20
|
18
|
12
|
15
|
20
|
|
11
|
13
|
14
|
13.5
|
20
|
14.5
|
14
|
14
|
20
|
|
12
|
13
|
11.5
|
12.5
|
20
|
13
|
13
|
13
|
20
|
|
13
|
13
|
12
|
12.5
|
20
|
14.5
|
13
|
14
|
20
|
|
14
|
11
|
12
|
11.5
|
20
|
13.5
|
14
|
14
|
20
|
|
15
|
11
|
12
|
11.5
|
20
|
10.5
|
12
|
11.5
|
20
|
|
16
|
12
|
12
|
12
|
20
|
12
|
13
|
12.5
|
20
|
|
17
|
12
|
12.5
|
12
|
20
|
12
|
11
|
11.5
|
20
|
|
18
|
12
|
11
|
11.5
|
20
|
14
|
11
|
12.5
|
20
|
|
19
|
10
|
10
|
10
|
20
|
10
|
12
|
11
|
20
|
|
20
|
13
|
15
|
14
|
20
|
14.5
|
11
|
13
|
20
|
Out of the twenty
Postgraduates who appeared for the examination, on considering the average
marks of each, sixteen students scored more marks in the structured type of
essay questions; two students scored equal marks in both the structured and
unstructured type of essay questions and only two students scored more in the
unstructured essay questions, which is negligible. All the students took the
entire time given, that is, thirty minutes to answer the questions. The
independent evaluation of each examiner was approximately the same.
DISCUSSION:
Essay Questions
for written assessment fall into two categories- unstructured and structured.
It is widely believed that constructed response written questions test higher
order cognitive processes and consequently have higher validity. Concealing the students’ identity, averaging
the scores of two examiners, avoiding distractions during scoring and ensuring
adequate scoring time also contributed towards improving the objectivity of the
essay tests. Essay questions are easy to frame and the student can answer point
wise in a better way, so that we can fulfil the learners’ objective.
This study was
done under the guidance of Dr. Jhansi Vani, Assistant Professor, Department of
Pharmacology, faculty of the medical education unit, Guntur Medical College,
Guntur.
CONCLUSION:
Students can
better answer structured questions than unstructured questions. They will be
more precise in their answering and hence score better marks in the structured
type of essay questions. Hence, it is suggested to implement this pattern in
the University examinations for both the Undergraduate and Postgraduate
students.
**************
Dr. Ch. VENKATA RAMANA, M.D.,
Associate Professor of Biochemistry
Guntur Medical College, Guntur, A.P.
INTRODUCTION
OF THE TOPIC AND AIM OF STUDY:
As
per the guidelines of MEDICAL COUNCIL OF INDIA (M.C.I) Dr. NTR University of
Health Sciences, Vijayawada, A.P. is conducting Zonal Continuing Medical
Education (C.M.E) Programmes once in two months, on 4th Sunday of
the month, in all the 6 Medical Colleges present in the Zone. This research
study conducted in the Zonal C.M.E. of Biochemistry Department of Guntur
Medical College, Guntur on date 26.01.2015. This study is undertaken to collect
the opinion of participants and Post graduate students, whether the zonal
C.M.E. programmes are useful and whether they are to be continued all the 3
years of Post graduate study period.
STUDY
DESIGN: Observational
Study.
INCLUSION
CRITERIA:
Study
group consists of 9 Post graduate students of all the 6 Medical Colleges in the
zone. And 26 Faculty members (total 35 participants)
of all the 6 Medical Colleges in the zone.
METHODOLOGY:
Feed
Back forms are given to the Post Graduate students and participants at the end
of C.M.E. Programme at 4 p.m. and their opinions are collected.
FEED
BACK FORM FOR PARTICIPANTS
1. Are
you taught adequate content Yes/No
2. It
is finished within time frame Yes/No
3. Are
you taught recent advances Yes/No
4. Is
it audible Yes/No
5. Is
there Eye to Eye contact between the teacher & the student Yes/No
6. Is
it within the guide lines of Medical Council of India (M.C.I.) Yes/No
7. Is
it inspiring to the students Yes/No
8. Is
it useful to the Post Graduate students Yes/No
9. Whether
CME programmes are to be continued all
the 3
years of their study Yes/No
10.
At what interval CME Programme should be
conducted for
Post graduate students. (2months/1month)
FINAL
OPINION OF THE PARTICIPANT
Signature of the Participant
Name and Designation of Participant
ANALYSIS
OF RESULTS:
All the 35 participants, including
9 Post Graduate students have unanimously accepted that Zonal C.M.E.’s are very
useful and they should be conducted all the 3 years of Post Graduate study
period. All the participants of the opinion that 1). The presentation was nice
and adequate content was taught, including recent advances 2). It is audible
and there is eye to eye contact between the teacher and the student 3). It is
completed within time frame and Powerpoint presentation was used as teaching
aid.
28
participants (80%) are of the opinion that Zonal C.M.E.’s should be conducted
once in two months and 7 participants (20%) felt that they should be conducted
once in a month.
DISCUSSION:
Conducting
this type of evaluation study, on
education programme is very useful because feedback and suggestions will help
one to improve himself and also for uplift of standards of medical education(ref.1,2).
SUMMARY
AND CONCLUSION:
All the 35 participants, are of the
opinion that Zonal C.M.E’s are very useful, as the Post Graduate students will
be exposed to various teachers of all the Medical Colleges.
REFERENCES:
1. Feedback
In Clinical Medical Education, JOURNAL OF THE AMERICAN MEDICAL ASSOCIATION, 250
pp 777-78
2. STRUYVEN.
K. DOCHY F, JANSSENS. S students perceptions about evaluation and assessment in
higher education A REVIEW ASSESS EVALUATION HIGHER EDUCATION 2005; 30 pp 325-341
********************
USHA RANI - PHARMACOLOGY
Dr. Motakatla Usha Rani, Assistant Professor, Department of Pharmacology,
Guntur Medical College, Guntur
Evaluation of Effectiveness of
Group Discussion as Teaching – Learning method among under graduate Medical
Students.
I. INTRODUCTION
Teaching- learning
is a continuously changing process. Small group teaching has been the highlight
of a revolution in the Medical education. Small groups can take on a variety of
different tasks, including problem solving, role play, discussion, brain
storming, debate, workshops and presentations. Among these we choose group
discussion as teaching-learning method for small group. Group discussion is a
Modern method of assessing students personality.
Context of study:
In the
classroom environment discussion is one of the best ways of promoting
conductive learning and convenient teaching situations. It also involves
sharing of ideas and experiences solving the problems. In the group discussion
improves communication skills, analytical decision making, presenting skill, problem
solving, teamwork and knowledge.
II. MATERIAL AND METHODS
40 Second
year MBBS Medical students are included in the study. Before starting actual
group discussion orientation class about group discussion was conducted. Whole
batch was divided into five groups having 8 students in each group. One
facilitator was allotted to each group. A small topic was given for discussion
for 15 minutes. Questionnaire containing 8 questions related to group
discussion was given to students. From the answered questionnaire data was
collected and analyzed.
III. RESULT
TABLE
Sl.No.
|
Questions
|
No. of students opinion
|
% of Students opinion
|
Students Neutral
|
1
|
Best method
for thought provoking
|
37
|
92.5%
|
3(7.5%)
|
2
|
Helpful in
discussing subject in depth
|
35
|
87.5%
|
5(12.5%)
|
3
|
Method
useful for learner
|
33
|
82.5%
|
7(17.5%)
|
4
|
Better
learning Mode
|
37
|
92.5%
|
3(7.5%)
|
5
|
Interactive procedure
among students
|
35
|
87.5%
|
5(12.5%)
|
6
|
Better
understanding in the subject
|
37
|
92.5%
|
3(7.5%)
|
7
|
Creating
more interest in topic
|
37
|
92.5%
|
3(7.5%)
|
8
|
Comment
|
---
|
---
|
---
|
40 students
are included in group discussion. 37 students(92.5%) were opined that it is the
best method for thought provoking. 35 students(87.5%) felt that it is helpful
in discussing subject in depth. 33 students(82.5%) opined that this method is
useful for individual development. 37 students(92.5%) reported that this method
was the better learning mode. 35students(87.5%) agreed that this was the better
method and more interactive. 37students(92.5%) opined better understanding in
the subject. 37students(92.5%) were expressed that group discussion creating
more interest in topic. Remaining other students opinions are neutral. In
response most of the students suggested that they should be given sufficient
time at least 4-5 days for preparation of the topic discussion.
IV. DISCUSSION
Small groups
can be an effective learning, situations in which students learn both through
instructions from their teachers and from interaction with each other. The
group discussion also provides opportunities for individuals to speak in front
of others. Our study found that as group discussion increases active
participation of students. It is more student friendly than traditional
teaching methods.
Benefits in group Discussion:
1. Stimulation
of thinking in a new way.
2. Expansion
of Academic knowledge.
3. Develop
Communication Skills.
4. They obtain
increased understanding of subject.
5. Team work.
Disadvantages:
1. The potential disadvantages of group
discussions, in evitable when the group leader is inept and cannot create an
interactive group.
2. Weak participants can be discouraged
by more articulate fellows, deterred from expressing themselves and have their
progress slowed.
V. CONCLUSION
Group
discussion not only helps to understand and remember the subject better but
also develops skills of medical professional. Well structured group discussion
can increase competencies of openness, networking and proactive communication. The
value of effective group management in professional development and lifelong
learning cannot be under estimated.
VI. REFERENCES
1. Ralph A. Gillies, PhD., MCG Medical teachers hand book.
2. Davis B. Tools
for teaching. San Francisco CA: Jossey Bass Publishers (1993)
3. Westberg J, Janson H Fostering learning in small groups L A Practical guide, New York, NY: Springer
publishing co., 1996.
4. Jaques D. ABC of
learning and teaching in Medicine: Teaching small groups BMJ: 2003, 326-492-4.
ANNEXURE
Questionnaire given to
students
1. Is it the
best method for thought provoking ? Yes/No
2. Is it
helpful in discussing subject in depth ? Yes/No
3. Is this
method is useful for Individual ? Yes/No
4. Is this
method better learning mode ? Yes/No
5. Is it more
interactive procedure among students ? Yes/No
6. Better
understanding in the subject ? Yes/No
7. Is this type
creating those interest in topic ? Yes/No
8. Any
comments
*********************NEELIMA - SPM
Dr.
S.Neelima, Assistant Professor, Department of Community Medicine, Guntur
Medical college, Guntur.
“UNDER-GRADUATE
MEDICAL STUDENTS ATTITUDE TOWARDS LEARNING COMMUNICATION –SKILLS IN GUNTUR
MEDICAL COLLEGE”.
Introduction
Good communication-
skills has a vital role in improving the doctor-patient relationship and leads
to improved patient compliance, satisfaction with care and benefits to physical
and mental health of patients(1) . WHO has defined five attributes
for a physician: a caregiver who assesses and improves the quality of care, who
makes optimal use of new technologies, who promotes healthy lifestyles, who
reconciles individual and community health requirements and who is able to work
efficiently in teams (2).
Attitudes has three main components, affective
(the way we feel), cognitive (the way we think) and behavioural (the way we act)
towards a particular entity(3) .There is an increasing need for
instruments to monitor changes in specific components of attitudes among
students in medical school. This is important because differences in attitudes
may be due to differences in teaching methods and or school curricula(4).
Many medical
schools all over the globe
have incorporated communication skills into their curricula(5).
Assessing the attitudes of medical students towards communication skills is essential,
since negative attitudes can give rise to lack of interest in such programs.
Such assessment can serve to help educators devise more effective plans.
Aims
&Objectives:
This study aimed at assessing the attitudes of
medical students towards learning communication
skills among under-graduate medical students.
Method:
This cross-sectional
study was conducted among third semester medical students who were present for
the theory class of community medicine. Students who were absent for the class were excluded
from the study.
Assessment
instrument and scoring:
The communication skills attitude scale
(CSAS) was used to collect information regarding student attitudes about communication
skills training(6).The positive attitude scale (PAS) score was obtained
by adding the scores of items 4, 5, 7, 9, 10, 12, 14,16, 18, 21, 23, 25. The negative
attitude scale (NAS) score was obtained by adding the scores of items 2, 3, 6,
8, 11, 13, 15, 17, 19, 20, 24, 26. Both scales range from 13 to 65 with higher
scores indicating stronger positive or negative attitudes.
Demographic details:
Information about age of the students,
gender, occupation of parents, place of residence of family were
noted. Respondents were also requested to rate their verbal and written communication skills.
Data analysis:
Descriptive statistics and reliability coefficient of sub scales were
measured with SPSS version 16.
Results:
Among 151
student respondents, males were 29.1% and females were 70.9%.Most of them 41.7%
were residents of cities ,33.1% from small towns and 23.2% were from villages. The occupation of the fathers of respondents related to health was 7% and occupation of mothers related to health was 4% and 75% were home-makers.
Tab:1
Mean scores of sub-scales of CSAS among respondents
Characteristic
|
PAS( positive attitude
scale)
|
NAS (Negative attitude
scale)
|
Gender
Male
Female
|
57.71
49.96
|
37.17
36.67
|
Self-reported
verbal communication-skills
Excellent
Good
Average
Poor
|
50.68
50.55
49.63
47.75
|
39.37
36.44
37.11
36.44
|
The mean PAS score was 49.98 (maximum possible
score being 65) and the mean NAS score was 36.81 (maximum being 65).
The reliability
coefficient for each subscale of CSAS was calculated using Cronbach's alpha.
The coefficient for PAS was 0.732 while that for NAS was 0.369.
Discussion
The majority
of the respondents in the present study were between 18 to 20 years of age. In a previous study
conducted at a medical school in Nepal, the
mean PAS score was 51 which is higher than that reported
in our study(7) .The mean NAS score was 31.17 which was lower, that reported in the present study. Male
students had more positive scores.
Cronbach’s alpha for PAS was high while
that for NAS was low. Rees and coworkers had calculated a Cronbach’s alpha of
0.87 for PAS and 0.80 for NAS(6) . In a study by Harlak and others
Cronbach’s alpha was 0.90 for PAS and 0.65 for NAS (8) .
The focus of this study is on measuring
aspects of the affective domain. This domain consists of attitudes, values,
motivation, and feelings toward the information a person is learning. As with
the other domains, the affective domain is hierarchical.
Conclusion
Students
overall had a positive attitude towards communication skills but negative
attitudes should also be considered. Teaching communication
skills throughout the medical curriculum
may be worthwhile and it is necessary that students with problems in
communication are detected early.
Though the chapter of ‘communication for Health
Education’ was dealt in the syllabus of Community Medicine, Interventions
targeting affective learning of communication skills, in conjunction with
cognitive and behavioral training, need to be developed in the beginning of the
medical –course, to help under-graduate medical students, understand the
importance of communication and the complexity of communication issues in
health care.
References
1. Stewart MA. Effective physician-patient
communication
and health outcomes: A review. CMAJ
1995;152:1423-1433.
2.Deveugele M, Derese . De
Maesschalck S, Willems S,Van Driel M, De Maeseneer J. Teaching communication
skills to medical students, a challenge in the curriculum? Patient Educ Couns
2005;58(3):265-70.
3.
Petty RE, Wegener DT, Fabrigar LR. Attitudes and attitude change. Annu Rev
Psychol 1997;48:609-647.
4. Searle J, Prideaux D. Medical education
research: being strategic. Med Educ 2005;39:544-546.
5.Makoul G. MSJAMA.
Communication skills education in medical school and beyond. JAMA
2003;289(1):93.
6. Rees C, Sheard C, Davies S. The
development of a scale to measure medical students' attitudes towards communication
skills learning: the Communication Skills Attitude Scale (CSAS). Med Educ
2002;36:141-147.
7. Shankar RP, Dubey AK, Mishra P, Deshpande VY,Chandrasekhar TS,
Shivananda PG. Student attitudes towards communication skills training in a
medical college
in Western Nepal. Educ Health (Abingdon) 2006;19:71-84.
8. Harlak H, Dereboy C, Gemalmaz A. Validation of a Turkish
translation of the Communication Skills Attitude Scale with Turkish medical
students. Educ Health (Abingdon) 2008;21:55.
******************************
SIVARAMAKRISHNA - PEDIATRICS
TO ASSESS THE EFFECTIVENESS OF POWER
POINT PRESENTATION AND THE COGNITIVE SKILLS OF STUDENTS AFTER TAKING THEORY
CLASS FOR FINAL YEAR PHARMA D STUDENTS
AUTHOR : Dr. Y. Siva Rama Krishna,
Asst. professor of pediatrics, GGH / GMC, GUNTUR.
AIM: To assess the effectiveness of Power
Point Presentation (T/l aid) & the cognitive skills of students after taking theory class for Final
year Pharma D Students who were posted in Pediatric Dept GGH
Objectives : To assess the effectiveness of
Power Point Presentation
To assess the retaining and
reproducing ability of the student
To assess the understanding ability of
the students
after taking theory
class
Methodology: A short answer questionnaire was
prepared and was handed out to the 40 final year pharma D students at the end
of the theory class .They were asked to
fill it up without disclosing their name and submit it back. In the
questionnaire cognitive skills of assessment tools were analyzed using the Buck
Walters (Buck Walter et.al1981) modification
of the Blooms taxonomy (Bloom 1956)
Level 1- Included questionnaire which
attempts to test recall of information .
Level 2- Included questionnaire which
attempts to test understanding and interpretation of data.
Level 3- Included questionnaire which
attempts to test the application of knowledge for solving practical problems.
Sample questions :A)
Questionnaire about my theory topic Nephrotic Symdrome(NS) was given
1.Define NS .
2. Classify NS 3.Mention
2 important symptoms of NS . 4.Mention
2 important investigations of NS.
5.Mention 2 complications
of NS. 6.Write 2 important principles of
management of NS. 7.How do you advise
steroid therapy for first episode of NS. 8.When do you stop
steroid therapy of NS. 9.Write 2 differential
diagnosis of child with edema. 10.Write 2 useful drugs in steroid
resistant NS.
2.Students feedback form about power point presentation(ppt)
as T/L aid
Variable
|
Strongly
agree
|
Agree
|
No
opinion
|
Disagree
|
Strongly
disagree
|
Learning
Experience
|
|||||
Visualizing
Concept
|
|||||
Sustaining
interest
|
|||||
Remembering
Facts
|
|||||
Understanding
better
|
Suggestions if any:
Above questionnaire was given to see the perception and
preference of students about the PPT towards different modalities as given
above .They were asked to tick each item using a 5 point Likert-type scale.
After the test, manual scoring of all papers had done followed by class
room discussion of the test. Immediately after discussion, anonymous feedback
was taken from the students by asking them to fill feedback questionnaire.
Results and
Discussion :
Students feedback about
PPT
Variable
|
Strongly
agree
N(%)
|
Agree
|
No
opinion
|
Disagree
|
Strongly
disagree
|
Learning
experience
|
19(47.5%)
|
21(52.5%)
|
|||
Visualizing
concept
|
20(5o%)
|
16(40%)
|
4(10%)
|
||
Sustaining
interest
|
19(47.5%)
|
20(50%)
|
1(2.5%)
|
||
Remembering
facts
|
19(47.5%)
|
19(47.5%)
|
2(5%)
|
||
Understanding
better
|
24(60%)
|
16(40%)
|
N : number ; %:
percentage.
2.Evaluation of
students by questionnaire on theory topic.
%
0f marks
|
N(%)
of students
|
||||
30
|
1(2.5%)
|
||||
40
|
1(2.5%)
|
||||
50
|
2(5%)
|
||||
60
|
6(15%)
|
||||
70
|
7(17.5%)
|
||||
80
|
14(35%)
|
||||
90
|
9(22.5%)
|
N: number; % : percentage.
Analysis
of feedback results revealed that almost 90-
100%students either strongly agreed or agreed about PPT as effective aid
of teaching/learning method they felt that PPT is useful in all modalities like
learning experience, visualizing concepts, sustaining interest, remembering
facts, understanding better. Only one person disagreed about sustaining
interest during power point presentation. Four students hadn’t given any
opinion about visualizing concepts of PPT and about remembering facts two
students didn’t give any opinion.
Regarding
students perception in terms of cognitive skills (retaining, remembering
abilities) 95% of students got > 50% marks ,in remaining 5% Only 2.5% got
40% and 2.5% got 30% marks.
As
far as cognitive levels are concerned, 70% questionnaire was at recall level
and remaining 30% was on interpretation of data and there were no questions
about evaluating problem solving domain of knowledge. Out of recalling
questions 80-90% were answered rightly and out of questions about
interpretation of data 50-60% were answered rightly.
Majority of students opined that with
PPT they had good learning experience, felt easy to understand, subject is well
retained .Many students felt that addition of animations, audio/video clips,
clinical photographs, cartoon pictures will improve the concentration and
sustaining interest of the students during PPT.
Some felt that problem based teaching
helps students to be more attentive in classes because of more interaction
between the students and teacher. Some felt that use of good quality collar
mikes will improve audibility to last benches.
Last but not least, teacher should prepare
well with maintenance of voice modulation, time management and improve active
participation of students. Most effective way of teaching is to tell them what
you are going to say, then say it clearly and tell them what you have said.
Conclusion :
The students felt the PPT is valuable
Teaching/Learning aid from above mentioned results. PPT is useful because of
best visual concepts, better understanding, well retaining with good learning
experience .To improve the quality of PPT teaching by providing collar mikes
and good sound echo system for better audibility, uninterrupted power supply
(generator facility), more use of animations, video/audio clips, clinical
pictures, cartoon diagrams. Online education, problem based teaching with more
student teacher interactions are being suggested by the students.
In conclusion, a good and
judicious use of power point presentation should be made to make the class more
interesting so that students are able to grasp and understand the subject in a
better way.
References:
1. Buckwalter
JA, Schumacher R, Albright JP. Use of an educational taxonomy for evaluation of
cognitive performance. J Med Educ. 1981;56:115-121.
2.Bloom B, Englehart M, Furst E. Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans. 1956.
3.. Croak T. The impact of classroom evaluation practices on students. Rev Educ Res, 1988; 55, 438–481.
4.. Sebatanne E. Assessment and classroom learning: a response to Black and Wiliam. Assessment Educ,1998; 5, 123–130.
5.. Newble D and Jaeger K. The effect of assessment and examination on the learning of medical students. Med Educ,1983; 17, 165–171
2.Bloom B, Englehart M, Furst E. Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans. 1956.
3.. Croak T. The impact of classroom evaluation practices on students. Rev Educ Res, 1988; 55, 438–481.
4.. Sebatanne E. Assessment and classroom learning: a response to Black and Wiliam. Assessment Educ,1998; 5, 123–130.
5.. Newble D and Jaeger K. The effect of assessment and examination on the learning of medical students. Med Educ,1983; 17, 165–171
***********************************
CHINNAMMA - SPM
Dr.D.Chinnamma
–Assistant Professor, Community Medicine Department
Guntur Medical College, Guntur
Evaluation
of Effectiveness of Teaching aids after assessing the Feedback Forms Obtained
From II M.B.B.S. Students .
ABSTRACT: Black board is still a Valuable Teaching aid. Feedback
opinion from the 150 II M.B.B.S students is taken after the Theory Classes
using black board, over head projector (O.H.P) and power point presentation.
Introduction: There are so many Teaching aids which are available to
the teachers the commonly used methods to take theory classes are black board,
over head projector & power point presentation. Black board has its own
advantages & disadvantages .The advantages are it is easy to understand,
students concentration more, subject is well retained, best for complex topic
teaching , good for taking down notes and helps students to be more attentive
in classes because of more interaction between the student and the teacher .But
it has its own disadvantages like having less visibility to last benches , inability
to show complex diagrams & microscopic pictures , takes much time to teach
a small topic and whole subject may not be completed in the stipulated amount
of time. Comparatively power point presentation overcome this disadvantages of
black board teaching and are best for showing flow charts , diagrams ,
audio/video clips and for covering large topics in less time. OHP also showing
flow charts better than blackboard. But with power point presentation and OHP
the concentration levels of the student are comparatively low & less
student-teacher interaction makes the class less attentive for the student.
Objective : To assess the effectiveness of teaching aids from
feedback opinion.
Materials
& Methods :
Place of study : Guntur Medical College , Guntur
Questionnaire : A detailed structured Questionnaire
was prepared and was handed over to the 150 II year M.B.B.S students at the end
of theory classes . They were asked to
fill up without disclosing their name & submit it back . This was done after taking theory classes (9 theory
classes per one month) using blackboard, OHP and Power point presentation as
teaching aids .
Statistical analysis : The data obtained from feedback
questionnaire was compiled and analysed as percentages .
Questionnaire:
1 .what do you
feel, which is the best suitable teaching aid for you?
a) Blackboard
b) OHP c) Power point presentation
2.which teaching aid helps you to understand the
diagrams best ?
a) Blackboard
b) OHP c) Power point presentation
3.which was best teaching aid for revision of topic ?
a) Blackboard
b) OHP c) Power point presentation
4.which was preferred teaching aid for better
understanding the content ?
a) Blackboard
b) OHP c ) Power point presentation
5.which teaching aid makes the students to concentrate
more ?
a) Blackboard
b) OHP c) Power point presentation
6.which teaching aid is best for complex topic
teaching ?
a) Blackboard
b) OHP c) Power point presentation
7.which teaching aid is best for taking down notes ?
a) Blackboard
b) OHP c) Power point presentation
8.which teaching aid makes you more attentive in the
class ?
a) Blackboard
b) OHP c) Power point presentation
9.which teaching aid helps you for better retension of
the subject ?
a) Blackboard
b) OHP c) Power point presentation
10.which teaching aid quickly covers more subject in
less time ?
a) Blackboard
b) OHP c) Power point presentation
Results
& Discussion :
Table:
Variables
|
Blackboard
N (%)
|
Over
Head Projector
N (%)
|
Power
point presentation
N (%)
|
Best suitable
teaching aid
|
80 (53.33)
|
20 (13.33)
|
50 (33.33)
|
Better understanding
of diagrams
|
40 (26.67)
|
26 (17.33)
|
84 (56)
|
Revision of topic
|
55 (36.67)
|
20 (13.33)
|
75 (50)
|
Understanding the content
|
70 (46.67)
|
30 (20)
|
50 (33.33)
|
To concentrate
more
|
75 (50)
|
20 (13.33)
|
55 (36.67)
|
Complex topic
teaching
|
65 (43.33)
|
30 (20)
|
55 (36.67)
|
Taking down notes
|
74 (49.33)
|
24 (16)
|
52 (34.67)
|
More attentive in
the class
|
78 (52)
|
21 (14)
|
51 (34)
|
Better retension
of subject
|
73 (48.66)
|
22 (14.67)
|
55 (36.67)
|
More subject in
less time
|
39 (26)
|
32 (21.33)
|
79 (52.67)
|
Out of 150 students 53.33% preferred blackboard , 33.33%
preferred power point presentation 13.33% preferred OHP as best teaching aids.
For better understanding of the diagrams 56% preferred
power point presentation, 26.67% preferred blackboard, 17.33% preferred OHP.
50% of students preferred power point 36.67% preferred blackboard 13.33% preferred OHP for
revision of topic.
46.67% preferred blackboard, 33.33% preferred power point and 20% preferred OHP for better
understanding the content.
To concentrate more 50% preferred blackboard,36.67%
preferred power point and 13.33% preferred OHP.
For complex topic teaching 43.33% preferred blackboard
,36.67% preferred power point and 20% preferred OHP.
Good for taking down notes
49.33% preferred blackboard ,34.67% preferred power point and 16% preferred OHP.
For more
attentive in class 52% of the students preferred blackboard because of more
interaction between the students and
teacher 14% preferred OHP and 34% preferred power point.
For better
retension of subject 48.67% preferred blackboard 36.67% preferred power point
and 14.67% preferred OHP.
To cover
more subject in less time 52.67% preferred power point ,26% preferred
blackboard ,21.33% preferred OHP.
Conclusion :
The students
still find the black board to be a valuable teaching aid observed from the
above mentioned results. How ever as for as diagrams are concerned they find
power point useful because visual concept is best with the actual diagrams
which can be displayed very easily with the power point
In
conclusion a good and judicious mixture of all the available teaching aids
should be the made to make the class more interesting so the students are able
to grasp and understand the subject in a better way .
**********************************UDAY KUMAR - OPHTHALMOLOGY
DR. D. UDAYA
KUMAR. PROFESSOR OF OPHTHALMOLOGY, GUNTUR MEDICAL COLLEGE. GUNTUR.
TITLE: Evaluation of role of
Objective Structured Clinical Examination in the formative evaluation of
post graduate students – advantages and disadvantages
AUTHOR: Dr. D. Udaya Kumar. M.S., Professor of
Ophthalmology. Guntur Medical College , Government general hospital ,Guntur,
Andhra Pradesh.
ABSTARCT: The Objective Structured Clinical Examination
(OSCE) is a versatile multipurpose evaluation tool that can be utilized to
assess health care professionals- medical and paramedical- in a clinical
setting. It assess competency based on objective testing through direct
observation. It is precise, objective and reproducible allowing uniform testing
of students for a wide range of clinical skills. Myself and the team conducted
OSCE to post graduate students in the department of ophthalmology and their
performance and opinion is taken to evaluate the OSCE.
INTRODUCTION: Since its introduction as a mode of students
assessment in Medical school in 1975, by HADEN and GLEESON, the OSCE has become
a standard method of assessment in both under graduate and post graduate
students (1,2). Originally described as a timed examination in which medical
students interact with a series of simulated patients in stations that may
involve history taking, physical examination, counseling or patient management (1,2).
The OSCE examination has been broadened in its scope and has undergone a lot of
modification to suit peculiar circumstances.
In U.K. ,
U.S.A., Canada and some universities in INDIA, the OSCE is the standard mode of
assessment of competency, clinical skills and counseling sessions
satisfactorily complementing cognitive knowledge testing in essay writing an
objective examination.
The OSCE is a
versatile multipurpose evaluation tool that can be utilized to evaluate
healthcare professionals in clinical setting. It assesses competency based on
objective testing through direct observation. It is comprised of several “stations”
formulated to the clinical skill, thus demonstrating competency of skills and
or attitudes.
The basic steps
in modeling an OSCE examination
includes;
1.
Determination of the OSCE team
2.
Skills to be assessed (OSCE stations)
3.
Objective marking schemes
4.
Recruitment and training of standardized
patients
5.
Logistics of the examination process
We conducted OSCE to postgraduate students in ophthalmology
and opinion of students and the faculty (Examination Team) was taken and
evaluated the various factors.
METHODS AND MATERIALS: A team was prepared consisting of one
Professor and four Assistant Professors with
due training to conduct OSCE. 12 post graduate students were given
orientation training on OSCE and they were tested by OSCE team. A questionnaire
was given for following 5 stations with pre fixed marks and fixed timing.
1.
Assessment of depth of Anterior chamber with
slit lamp
2.
Technique of Digital tonometry
3.
Method of Examination for pupillary reactions
4.
Ocular motility examinations
5.
Prescribing glasses for Presbyopia in the given
patient
After examination, opinion was taken from the students and
also from the faculty and the advantages and disadvantages of OSCE were evaluated.
RESULTS: Out of 12 students, 8 students preferred the OSCE
over traditional method of examination, as they can learn clinical signs more
thoroughly and only those who are well versed with the clinical methods can
score more marks in OSCE. Further it is more useful for clinical practice. Two
students preferred only traditional system of examination. The other 2 are
equivocal, saying both systems are good. 11 students preferred OSCE to be
conducted periodically at the end of each topic in the subject. All the faculty
members felt that both are good, but preferred OSCE at the end of each clinical
posting and traditional system of examination to be conducted in the final
examination which is more comprehensive with only 10% marks allotted for OSCE.
DISCUSSION: The scope of traditional clinical examination is
basically patient histories, demonstration of physical examinations and
assessment of a narrow range of technical skills. It has been shown to be
largely unreliable in testing students’ performance and has a wide margin of variability between
one examiner and the other(2,7,8). Published findings of researchers on OSCE
from its inception 1975 to 2004 has reported it to be reliable, valid and
objective with cost as its only major drawback(8). The OSCE however covers
broader range like problem solving, communication skills, decision-making and
patient management abilities.(2,8). The advantages of OSCE apart from its
versatility and ever broadening scope are its objectivity, reproducibility, and
easy recall (2). All students get examined on predetermined criteria on same or
similar clinical scenario or tasks with marks written down against those
criteria thus enabling recall, teaching audit and determination of standards.
In a study from Harvard medical school, students in second year were found to
perform better on interpersonal and technical skills than on interpretative or
integrative skills. This allows for review of teaching technique and curricula (2,9,10). Performance is judged not by two or three
examiners but by a team of many examiners in-charge of various stations of the
examination. This is to the advantage of both the examinee and the teaching
standard of the institution as the outcome of the examination is not affected
by prejudice and standards get determined by a lot more teachers each looking
at a particular issue in the training. OSCE takes much shorter time execute
examining more students in any given time over a broader range of subjects (9,10,11)
However no
examination method is flawless and the OSCE has been criticized for using
unreal subjects even though actual patients can be used according to
need(2,10). OSCE is more difficult to organize and requires more materials and
human resources (8,12,13)
But according to
our study and observation, we are here by summarizing the various advantages
and disadvantages of OCSE as below:
ADVANTAGES:
The student can learn the clinical skills very thoroughly if
it is practiced at the end of clinical class or weekend tests or as a method of
formative examination
DISADVANTAGES:
1.
Evaluators should be trained thoroughly
2.
Large number of evaluators are necessary
3.
Large number of cases are necessary which may
not be available all times(simulator backup necessary)
4.
Should be done in a separate (Neutral) center.
If it is conducted in same center where the student is trained he may get the
same preformed set of cases and questions and also there may be every
possibility of knowing the cases prior to examination
5.
If the test is not limited to psychomotor test
domain, even though the student may be failed in that domain, he will get pass
marks if he scored in the questions (cognitive domain). So the very purpose of
examination in clinical skills is diluted in the practical examination. So the
scoring system in OSCE should be limited to pure psychomotor testing and also
it should carry negative marking
SUGGESTION / CONCLUSION:
I feel that OCSE is more suitable for formative testing rather than as
summative testing and also useful for clinical demonstration and for perfect
learning of psychomotor acts. If it is to be placed in the summative testing it
should be given as minor part of examination and also with negative marking and
limited to pure psychomotor domain and preference should be given to old
traditional method of testing ( examination by experienced teachers who will
mix all varieties of testing properly- during long case, short case, etc,.)
OSCE is the
preferred choice of examination at the end of each clinical posting. 10% of
marks in the final practical exams should be allotted to OSCE.
REFERENCES:
1.
Harden RM, Gleeson FA. Assessment of clinical
competence using an objective structured clinical examination(OSCE). Med Educc
1979 Jan ;13(1);41-54.
2.
Marliyya Zayyan, Objective Structured Clinical
Examination; The Assessment of Choice, Oman Medical Journal(2011) Vol.26, No. 4
;219-22.
3.
Stillman PL, Wang Y, Ouyang Q, Zhang S , Yang Y,
Sawyer WD. Teaching and assessing clinical skills; a competency- based
programme in china. Med Educ 1997; Jan ; 31(1): 33-40.
4.
Jain SS, DeLisa JA, Eyles MY, Nadler S,
Krishblum S, Smith A. Further experience in development of an objective
structured clinical examination for physical medicine and rehabilitation
residents. Am J Phys Med Rehabil 1998 Jul – Aug ; 77(4): 306-10.
5.
Novack DH, Volk G, Drossman DA, Lipkin M Jr.
Medical interviewing and interpersonal skills teaching in US Medical schools.
Progress, problems, and promise. JAMA 1993 Apr; 269(16): 2101-05.
6.
Leichner P, Sisler GC, Harper D. A study of
reliability of clinical oral examination in psychiatry. Can J psychiatry 1984
Aug; 29(5); 394-97.
7.
Hubbard JP, Levit EJ,Schumacher CF, Schnabel TG
Jr. An objective evaluation of clinical competence. N Engl J Med 1965Jun ; 272:
1321-28.
8.
Barman A. Critiques on the Objective Structured
Clinical Examination. Ann A cad Med Singapore 2005sep; 34(8): 478-82.
9.
Hamann C, Volkan K, Fishman MB,et al. How well
do second – year students learn physical diagnosis? Observational study of an
objective structured clinical examination (OSCE) BMC Medical Education, 2002,
2:1 , 1186-1188.
10.
Vu NV,
Barrows HS. Use of standardized patients in clinical assessments: recent
developments and measurement findings. Educ Res 1994, 23:23-30.
11.
Barrows
HS, Abrahamson S. The programmed patient:
a technique for appraising student performance in clinical neurology. J
Med Educ 1964 Aug; 39: 802-5
12.
Norman GR, Tugwell P, Feightner JW. A Comparison
of resident performance on real and simulated patients. J Med Educ 1982 Sep ;
57 (9): 708-15
13.
Sanson – Fisher RW, Poole AD. Simulated patients
and the assessment of medical students interpersonal skills. Med Educ 1980 Jul;
14(4) : 249-53.
***************
SATISH KUMAR - RADIOTHERAPY
|
*********************
RAJANI KUMAR -- orthopedics
Dr.G.Rajani Kumar,Asst. Professor
Dept. of Orthopedics
Guntur Medical College, Guntur
Title: Effectiveness of role play in
peripheral nerve injuries
Aim:_
To findout
whether roleplay has better understanding than conventional teaching.
Objectives:-
1) To assess the effectiveness of
role play among students
2)
To assess the knowledge levels of students after role play
Methodology:-
All students attending to orthopedic
wards are taken into study
Analysis:-
Will be done using Epiinfo,MS office
Questionnaire:
Pre - test
Subject:
1) Which nerve
roots involved in foot drop?
a)L3 b)L4 c)L5 d)S1
2) What is
the movement lost in foot drop?
a)dorsiflexion b)plantar flexion c)inversion d)eversion
3)Which muscles
involved in foot drop?
a)plantar
flexors b)invertors
c)dorsi
flexors d)evertors
4)What is
the gait in foot drop?
a)high
stepping gait b)antalgic
gait
c)scissoring
gait d)circumduction
gait
5)What is
the most common cause of foot drop in india?
a)post IM
injection b)Leprosy c)Tauma 4)Diabetes
Post Test
Subjective
Questionnaire:
A) Is the
role play is good?
1. Very bad 2.bad 3.ok 4.good 5. Excellent
B) Is the
role-play is better than conventional teaching?
1. Very bad 2.bad 3.ok 4.good 5. Excellent
C) Is time
spent on role play is adequate?
1. Very bad 2.bad 3.ok 4.good 5. Excellent
D) Do you
like role play teaching?
1. Very bad 2.bad 3.ok 4.good 5. Excellent
Questionnaire:
Subject:
1) Which nerve
roots involved in foot drop?
a)L3 b)L4 c)L5 d)S1
2) What is
the movement lost in foot drop?
a)dorsiflexion b)plantar flexion c)inversion d)eversion
3)Which muscles
involved in foot drop?
a)plantar
flexors b)invertors
c)dorsi
flexors d)evertors
4)What is
the gait in foot drop?
a)high
stepping gait b)antalgic
gait
c)scissoring
gait d)circumduction
gait
5)What is
the most common cause of foot drop in India?
a)post IM
injection b)Leprosy c)Trauma 4)Diabetes
A role play
was designed and executed on 10 under graduate students on foot drop to touch
the cognitive domain in teaching
Pre and post
test was conducted ,and results were analysed.The questionnaire was divided
into two sections . in the pre test the students knowledge was estimated by
using very basic standard set of questions. 5 questions of multiple choice were
given with one correct answer.
Then role
play on foot drop was done, a patient role was done by a post graduate mimicking foot drop and
examining doctor role was done by another post gradua te.the role paly play
took about 15 mts time and during the role play students were very interested.a
post test was conducted duly containing pre test questions and another 4
questions were added to know about the role play and its effectiveness.
The results
were then analysed on each questions comparing pre and post test results. the
results on subject questions were very promising and remarkable improvement was
evident . the results were given below
Only three
students answered wrongly in pre test about the nerve root involved in foot
drop in the pre test. After the post test 100% correct answers were recorded by
the students.
The second
questions movement lost in foot drop showing a considerable improvement in the
pre and post test.
There is lot
of improvement in the understanding of the muscles involved in footdrop when
compared in pre and post test.
Another
promising result that the role play had succeeded in better understanding of
foot drop in students.the gait in foot drop written wrongly by 9 out of ten
students in pre test comparing 3 out of 10 .
Same results
with last question encountered.
A
comparative questionnaire on effectiveness of role play was designed
comprisisng of 4 questions and the responces ranges from very bad to excellent
in 5 phases. The results comparing the subjective questionnaire is given below.
The purpose
of the study is well served by the promising results.The improvement in the 5
basic strandard subject questions were showing clearly that the role play has
definitive advantage over the conventional teaching in better understading fundamentals. In addition to
that the role play was highly appreciated by the students and response was
evident .
Finally from
the results it was concluded that the role was effective over the conventional
teaching and had got better response and appreciation from the students well.
**************
************************
V.INDIRA - BIOCHEMISTRY
Dr. V. Indira1
EVALUATION OF CHALK BOARD TEACHING VERSES PPT TEACHING OF BIO-CHEMISTRY IN 1ST YEAR M.B.B.S STUDENTS
Project under MEDICAL EDUCATION TECHNOLOGY JAN-2015
Dr.V.Indira,
Assistant professor of Bio-Chemistry,
Guntur Medical College,
Guntur.
ABSTRACT:
The purpose of the study to assess the impact of chalk-board teaching and power point presentations (PPT) of Bio-Chemistry and also to compare the perceived efficiency of teaching aids to obtain knowledge of the learner i.e. 1st year M.B.B.S students.
MATERIAL AND METHODS:
A survey has been conducted on 100 1ST year students from roll number 1 to 100 of age group 18-20 years, irrespective of gender who completed 6 months of their study in Government Medical College, Guntur.
Questionnaire has been prepared in English and distributed to them, who consent to participate in my study using nine questions on two teaching methods namely Chalk-board, PPT and they are assessed by Yes/No options.
Questionnaire
Black-board
PPT
Yes/No
Yes/No
1.
Better understanding of the topic.
2.
Lecture was well organized.
3.
Lecture stimulated my interest.
4.
Clear and understandable.
5.
Facilitated interaction of students
6.
Lectures are well-organized.
7.
Able to take running notes.
8.
Lecture delivery was interesting.
9.
If ‘no’ please give reason…………
Dr. V. Indira
2
Preference and views of the 1st year M.B.B.S students were collected using above questionnaire and calculated DATA was analyzed by percentage wise as statistics, my study shows data is statistically very significant.
RESULTS:
The majority of the 1st year M.B.B.S students rated black board teaching as efficient one. The preferences of 100 students can be seen as
Response rate for Black-Board Teaching is 80%
(80 1st year M.B.B.S students like Black-Board teaching out of 100 students.)
15 Students depicted their interest both in Black-Board and PPT.
5 students preferred for PPT way of teaching.
DISCUSSION:
Every lecture topic has its specific importance to retain in student memory helps to develop new knowledge, so the duty of teacher should implement during lecture to obtain attention of the student.
80, 80%
5, 5%
15, 15%
Questionnaire results
Only Black-Board
only PPT
both
Dr. V. Indira
3
In this study it was observed that the retention of subject/topic was less with PPT as less number of students preferred PPT compared to Black-Board teaching. 80% students preferred Black-Board teaching because of better interaction, their ability to take notes and better understanding. It may not be true for all the subjects in Medical Curriculum, but my study in Bio-chemistry subject about 1st year M.B.B.S students who are done with their six-months teaching duration of Bio-Chemistry by undergoing 50 classes , they preferred Black-Board teaching.
CONCLUSION:
The results of present study and their preferences suggest that Black-Board teaching has an advantage of better re-call, besides being the most preferred aid among 1st year M.B.B.S students. Hence, there is a need to discuss why traditional method has given more preference over the new evolving method (PPT). Therefore, this study guide the supplement of Black-Board teaching.
REFERENCES:
1. Int.J.Adv Health sec 2014; 1(5):10-14
de sa SB Keny MS PPT verses chalk board lectures in pharmacology.
2. Dove Press Journal; Adv. In medical education and practice
27 August 2010; vikasseth, Prerna upadhyaya , Dept. of pharmacology,
Mahatma Gandhi Medical College.
***************
MANJULA - OPHTHALMOLOGY
ASSESSMENT OF LECTURE
WITH DIFFERENT TEACHING & LEARNING MEDIA
BY FEEDBACK FROM
UNDERGRADUATE MEDICAL STUDENTS
- DR.B.MANJULA
Assistant Professor, Department of
Ophthalmology, Guntur Medical College, Guntur.
Ethical committee informed.
Introduction
Lectures are
the most common
form of teaching
and various teaching
& learning media
like blackboard and
powerpoint are the
means of communicating
the information. Each
of these media
have their own
benefits and limitations.
This study was
proposed to assess
the attitude of
the undergraduate medical
students towards blackboard
& PPT and
to compare the
perceived efficacy of
these teaching aids
in the lectures.
Aims &
Objectives
To assess
the effectiveness of
blackboard & PPT
as a teaching/learning aid
by taking feedback
from UG medical
students.
Methodology
A short
questionnaire was prepared
and handed out
to 150 second
year M.B.B.S students
at the end
of theory class
and were asked
to fill it
up and submit
it back. This
was done after
taking theory classes
using blackboard as
well as PPT. The
efficacy of the
T/L aid was assessed using
a 5-point Likert
scale i.e. 5 (agree strongly ) , 4 (agree), 3 (no
opinion), 2 (disagree), 1 (disagree
strongly).
Questionnaire
1)
Lecture contents
were informative
2)
Lecture was
clear & understandable
3)
Aroused interest
in the topic
4)
Visually enhanced
& better perceived
5)
Helped
maintain concentration
6) Overloaded
with information
Results
Results mentioned
are the average
of the points
given by all
the 150 students.
Questionnaire Blackboard PPT
Points
1 -5
1)
Lecture contents
were informative
|
4.2
|
4.4
|
2)
Lecture
was clear &
understandable
|
4.8
|
3.6
|
3)
Aroused interest
in the topic
|
4.5
|
4.2
|
4)
Visually enhanced
& better perceived
|
3.6
|
4.5
|
5)
Helped maintain
concentration
|
4.8
|
2.6
|
6)
Overloaded with
information
|
2
|
4.2
|
Observation
and Conclusion
Blackboard was
perceived as a
better tool for
making the lectures
understandable, maintain concentration
and interest in
the topic. PPT
was superior in
providing information, visual
enhancement and overall
delivery of the topic but
with PPT, the lecture
was overloaded with
information.
The combination
of blackboard &
PPT was the
preferred method of
teaching/learning aid by
the majority of
the students. A good
and judicious use
of the T/L aids should
be made to
make the class
interesting so that
the students will
understand the subject
clearly and retain
it for a
long time.
References
1.Seth V Upadhyaya P, Ahmed M, Kumar
V. an assessment of
teacher’s preference for
lecture delivery methods
in medical education. Educational Res Rev 2010
2.Bartsch RA, Cobem
KM Effectiveness of
powerpoint presentations in
lectures. Comp Edn.2003
3. Prasad S Roy B. Smith M. The art
and science of
presentation : Electronic
presentations . J Postgrad Med.2000
SANTHILATA - ANESTHESIA
Dr.G.R.Santhilatha, Assistant
professor, Dept. of Anaesthesia, Guntur Medical College, Guntur.
Evaluation of
effectiveness of teaching in operation theaters as an educational tool for
the acquisition of knowledge and promotion of critical thinking among postgraduate students.
INTRODUCTION:
In modern times our
definition of teaching in operation theaters is teaching done in the presence of
patients along with setting. A broad definition of teaching that is done in
operation theaters in the presence of patient. Operation theater teaching is an
effective aid in teaching, demonstration and improves communication and
procedural skills of the postgraduate students and also increases patient
doctor student relationship.
AIM:
The aim of this study
is to know the effectiveness of teaching in operation theaters among
postgraduates in their respective anaesthesia department and also to know the
perspective idea among teachers.
MATERIAL AND METHODS:
Material -
30 postgraduates and 15 teachers participated
in the study. All were given respective questionnaire. Teaching in operation
theaters was done in all the respective anaesthesia departments. Feedback form
was collected.
The questionnaire was designed to measure
FOR POST GRADUATE STUDENTS
1. Whether they have an increased
appreciation of teaching in operation theaters
2. Students are
comfortable in front of the patient during teaching in operation theaters
3. Students get any
additional information
4. Students feel a waste
of time
5. Repetition of history,
physical examination that had already been discussed
6. Increased learning
abilities by creating curiosity about the procedures
7. Improves patient
outcome
8. Playing as a role
model showing how to interact with patients during procedures
9. Strengthen learning
abilities, skills
FOR TEACHERS
1. Liked by the teacher
2. Disliked by the
teacher
3. Time constraints
4. Helps in learning the
procedure after doing the procedure
5. Helps to change the
management during anaesthetic procedures
6. Diagnose the learner’s
strength, weakness, omission
7. Do you talk ‘what ifs?’
8. Do you feel patient is
uncomfortable
Students’
Questionnaire
Question
|
yes
|
To some extent
|
No
|
Not applicable
|
1.
Whether they have an increased appreciation of teaching in operation theaters
|
||||
2.
Students are comfortable in front of the patient during teaching
in operation theaters
|
||||
3. Students get additional information
|
||||
4. Students feel a waste of time
|
||||
5.
Repetition of history, physical examination
that had already been discussed
|
||||
6.
Increased learning abilities by creating
curiosity about the anaesthetic procedures
|
||||
7. Playing as a role model showing how to
interact with patients
|
||||
8. Improves patient outcome
|
||||
9. Strengthen learning abilities
|
Teachers’ Questionnaire
Question
|
Yes
|
To some extent
|
No
|
Not applicable
|
1.
Fear of patient discomfort
|
||||
2.
Teachers feel uncomfortable ( may lead to
discussion of medicine teacher not familiar with)
|
||||
3. Talked more time
|
||||
4. Lack of privacy, confidentiality
|
||||
5. Students attitudes have changed
|
||||
6. Time constraints
|
||||
7. Giving additional information and guidance
to student
|
||||
8. Better student patient facilitator
relationship
|
||||
9. Role model skills – encouraging student to
perform examination
|
||||
Communication problem
|
RESULTS:
Ø
30 students and 15 teachers were included in the study. Separate
Questionnaire was distributed to teachers and students. Among teachers, 70% of
teachers had no fear of patient discomfort and 30% had less fear of discomfort.
Ø
20% of them were uncomfortable as they felt it may lead to
subject which they are not familiar, whereas 80% of teachers were comfortable
with teaching in operation theaters.
Ø
20% of teachers felt they talked longer during teaching in
operation theaters, 50% had felt that they took for enough time and 30% of
teachers could not comment on time duration as they felt it was variable.
Ø
20% of teachers felt there was lack of privacy during teaching
in operation theaters, 50% of teachers felt to some extent, whereas 30% of
teachers could maintain privacy and confidentiality
Ø
60% of teachers felt students attitude has changed, 40% of them
felt to some extent
Ø
90% of teachers had time constraints with teaching in operation
theaters
Ø
All of them felt, teaching in operation theaters gave additional
information to students, improves student patient and facilitator relationship.
All the teachers felt they could encourage students learning and be a role
model to improve the skills in operation theaters.
Ø
20% of teachers had experienced communication problem and 80%
had not shown.
STUDENTS’ Questionnaire:
All students appreciated teaching in operation
theaters as they could get additional information, create curiosity about the
procedure and also improve their communication attitude skills with the
patient. 10% of students were uncomfortable in front of the patient during teaching
in operation theaters, 90% of them were comfortable during teaching in
operation theaters. 90% of students had felt anaesthetic checkups were repeated.
80% of students felt teaching in operation theaters about the procedures
improved patient outcome, without complications.
DISCUSSION:
Effective teaching in operation theaters
during procedures & anaesthetic management should actively involve the
team. It should be more invigorating and interesting than the teaching in
seminar hall. Learners also felt that teaching in operation theaters more
useful and they know the correct way of anaesthetic management.
Therefore, facilitator
must set specific goals and utilization of time to increase practical and
theoretical knowledge of the post graduates in operation theaters by exposing
to different cases.
Advantages
1. Opportunity for
additional information from patient
2. Directly observe
students skill
3. Role model skills and
attitude
4. Encourage the use of
understandable and non judgmental language
5. Active learning
process, good communication skills.
6. Improves patient understanding
of procedure and anaesthetic complications.
Disadvantages
1. Fear of patient
discomfort
2. Lack of privacy,
confidentiality
3. Talked more time &
Some teachers feel uncomfortable
CONCLUSION
The teacher plays a role model skills,
attitude which are vital. Teaching in operation theaters has placed additional
demands by involving the post graduates in learning and improving different
anaesthesia techniques and anaesthetic management of different surgeries.
Facilitators have to increase their efforts to inculcate the curiosity for
acquiring additional knowledge and also improve skills by playing as a role
model.
References
2. Subrahmanyam M, Mohan S. (Sep
2013). "Safety
Features in Anaesthesia Machine.". Indian J
Anaesth.
3. Committee of
Origin: Standards and Practice Parameters (Approved by the ASA House of
Delegates on 21 October 1986, amended 20 Oct 2010 with an effective date of 1
July 2011)
4. Birks RJS, ed. (March 2007). "RECOMMENDATIONS FOR STANDARDS OF MONITORING DURING ANAESTHESIA AND
RECOVERY 4th Edition". Association of Anaesthetists of Great Britain and
Ireland.
Retrieved 21
February
2014.
5. Gilpin GL (Oct 2006).
"Patient controlled opioid analgesia versus conventional opioid analgesia
for postoperative pain.". Cochrane
Database Syst Rev. 2006 Oct 18:CD003348: CD003348. doi:10.1002/14651858.CD005059.pub3
6. Whitaker DK, Booth H (Mar 2013).
"Immediate post-anaesthesia recovery 2013: Association of Anaesthetists of
Great Britain and Ireland.". Anaesthesia.:
288–97. doi:10.1111/anae.12146
7. Brill, S; Gurman, GM; Fisher, A (2003). "A
history of neuraxial administration of local analgesics and opioids". European Journal of Anaesthesiology :
682–9. doi:10.1017/S026502150300111X. ISSN 0265-0215. PMID 12974588
8. Toski, Judith A; Bacon, Douglas
R; Calverley, Rod K (2001). The
history of Anesthesiology. In:
Barash, Paul G; Cullen, Bruce F; Stoelting, Robert K. Clinical Anesthesia
(4 ed.) (Lippincott Williams & Wilkins).ISBN 978-0-7817-2268-1
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