The Views and Opinions of Biology Students on the Application of Programmed Instruction in the Realization of Physiological Program Content (original) (raw)
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Background-Time to time evaluation of medical curriculum by experts is the routine practice in medical education. However the student's perception and opinion about the teaching-learning methodology is equally important because it is meant for them. So, evaluation of teaching-learning methodology by the students in a medical college may further help in modification and construction of the medical curriculum. Considering these facts the present study is undertaken. Objectives-To understand the preferences and perception of medical students about the current methods of teaching and learning, aids used for teaching and also the qualities of the teacher influencing them. Materials and Methods: A detailed structured questionnaire was given to 100 students of 1st year in a our institution. Descriptive statistics were used for analysis of data. Frequency was expressed as percentage. Results-A total of 100 students (54 % males and 46% females) participated in this study. The most preferred teaching method was small group discussion (57%) while practical was the least preferred (18%). The most preferred learning method was tutorials (49%) and quiz programme (42%) while student seminar was the least preferred (9%).The most preferred modality of teaching aid was found to be Black board preferred by 34% students followed by Over Head projector (OHP) and PowerPoint Presentation(PPT). The most influencing quality of the teacher was the ability to teach (42%) and knowledge(38%) followed by enthusiasm(31%), while the personality was least preferred (6%). Conclusion-The results generated in this study suggests that students prefers active learning which should be student centered. Also the traditional chalk and board method with a blend PPT and quiz programme is appealing to the students. So, by using various methods appreciated by the students the teaching and learning of physiology can be made effective , interesting and enjoyable .
To improve the overall health scenario of the nation, the need of the hour is to produce quality doctors and not just the quantity. To achieve this, medical education needs to be updated keeping in mind the current trends. Physiology, one of the basic subjects of medical education forms the foundation of many medical branches and students should have its proper understanding. The aim of the study was to assess the current practices and attitudes of the medical students in two medical colleges of North India in the Jammu Province of J&K towards learning of physiology. 500 medical students participated in this study, 300 from the ASCOMS & Hospital, Sidhra, Jammu and 200 from the Government Medical College(GMC), Jammu. A questionnaire consisting of 13 questions was provided to each of them to elicit their feedback regarding learning of physiology. The results revealed that 89% were in favour of lectures, 51.2% of tutorials and 83.45% were of the opinion that practical's were useful. Enthusiasm of the students' in learning physiology was so much that 36.2% considered lecture notes insufficient, so 87.4% were using advised reference books, 51.2% previous examinations and 57.6% previous exam papers to guide them. When faced with difficulty in learning physiology majority preferred to consult advised reference book, class fellows and seniors in that order, while consulting teachers was found to be the last option. The potential to self-study was so much that 64.8% used internet and 21% scientific journals to get the latest information in the learning of the subject. We can conclude that medical students are motivated in learning physiology by using hybrid techniques which include using advised reference books, consulting among themselves to solve problems and using online sources Fewer consultation with teachers and lesser interest in tutorials can be improved by initiative from teachers, by becoming more friendly with students, encouraging them, creating an open and positive atmosphere, being more responsive and empathetic to them.
IP Innovative Publication Pvt. Ltd, 2019
Introduction: Teaching in various medical college, worldwide has gone under lot of changes by the use different methodologies like the use of chalk piece to power point presentations (PPT) and virtual simulations. Clinical Medical Physiology is a 1st year subject in Bachelor of Medicine and Bachelor of Surgery (MBBS) course and often students find the subject difficult and too much. Trials by the use of single or multiple tools for teaching clinical medical physiology, in addition to conventional teaching, have been found to be useful. Physiology, implies student’s active participation in the teaching process for better acquisition of necessary knowledge and skills. Hence, judicious & optimum utilization of these teaching hours is of real importance for attaining the specified objectives. Aim: To know the preferences and the expectations of the existing methods of lectures in Physiology by the first professional MBBS students. Materials and Methods: A pre prepared and validated questionnaire was used to collect data from the first MBBS students. Results: Out of 150, study participants, 60 were male students and 90 were female students. Discussion and Conclustion: The most preferred teaching method by the students was interactive followed by didactic lectures. Feedback from the students enhances a change in pre-conceived notions about teaching learning principles to meet their expectations.
Computer-Based Instruction in Teaching Secondary Biology
International Journal of Science, Technology, Engineering and Mathematics, 2022
This study investigates the effectiveness of Computer-Based Instruction (CBI) in teaching Biology to 7th graders of a secondary night school in Cebu City, Philippines. A pretest and posttest quasi-experimental design with a control group was utilized to two groups of students, of which one was exposed to CBI and the other to the conventional lecture method (CLM). An Instructional Materials Motivation Survey (IMMS) was used to assess its motivational characteristics. Data gathered were analyzed using descriptive statistics, frequency count and percentage, mean and standard deviation, t-test. Findings revealed that both groups had Fairly Satisfactory performance in the pretest, which implies that the students had low knowledge on the topic. The study also found that both groups had significantly increased their performances from the pretests to the posttests, implying the essence of CLM and CBI use. Ultimately, the study revealed that the use of CBI is more effective than CLM, as seen...
Pakistan Journal of Medical Sciences, 2016
Objective: To compare the perception of medical students on the usefulness of the interactive lectures, case-based lectures, and structured interactive sessions (SIS) in teaching and learning of Physiology. Methods: A cross-sectional study was carried out from January to December 2012 at Bahria University Medical & Dental College, Karachi, which had qualitative and quantitative aspects, assessed by selfreported questionnaire and focused group discussion (FGD). The questionnaire was distributed to 100 medical students after completion of first year of teaching of MBBS Physiology. The data was analyzed using SPSS version 15. Differences were considered significant at p-values <0.05 after application of Friedman test. Responses of FGD were analyzed. Results: All the teaching methodologies helped in understanding of precise learning objectives. The comprehension of structure and functions with understanding of difficult concepts was made best possible by SIS (p=0.04, p<0.01). SIS enabled adult learning, self-directed learning, peer learning and critical reasoning more than the other teaching strategies (p< 0.01). Conclusion: SIS involved students who used reasoning skills and power of discussion in a group to comprehend difficult concepts for better understanding of Physiology as compared to interactive and casebased lectures.
National Journal of Community Medicine, 2014
Introduction: B.F. Skinner (1958) popularized the Skinner's approach of linear programmed learning to improve teaching methods.The purpose of this study was to determine the effectiveness of skinner’s programmed learning method over conventional routing teaching method among third MBBS students of AMC MET Medical College, Ahmedabad. Methods: Third M.B.B.S students of AMC MET Medical College, Ahmedabad were divided into group A(roll no.1-49) & group B (roll no.50-98). Group A was taught topics of breast &esophagus by skinner’s method while group B was taught same topics by routine teaching method by same professor of surgery department. Both the groups were assessed by asking questions of six marks of each during 8th& 9th semester examination. Data was complied into excel sheet and analyzed with appropriate statistical test at significance of 0.05. Result: Out of 98 students, 50 were male & 48 were females. Equal numbers of students were present in both groups during the scheduled lectures. Difference of sex distribution, attending lecturers & scoring in examination among both the groups was statistically not significant (P>0.05). Statistically significant positive correlation was found between attending topics taught by skinner’s method with the result obtained in examinations (P=0.000). Conclusion: Skinner’s programmed learning method was positively correlated with the scoring of the students. This method develops creativity, interest among students and this in turn will be helpful in the students learning and overall improvement of students and institute.
Korean Journal of Medical Education, 2018
Learning physiological concepts and their practical applications in the appropriate contexts remains a great challenge for undergraduate medical students. Hence the present study aimed to analyze the learning experience of undergraduate medical students during an active learning process of 'preparation of models' depicting physiological concepts. Methods: A total of 13 groups, involving 55 undergraduate medical students with three to five individuals in each group, were involved in model preparation. A total of 13 models were exhibited by the students. The students shared their learning experiences as responses to an open-ended questionnaire. The students' responses were analyzed and generalized comments were generated. Results: Analysis of the results showed that the act of 'model preparation' improved concept understanding, retention of knowledge, analytical skills, and referral habits. Further, the process of 'model preparation' could satisfy all types of sensory modality learners. Conclusion: This novel active method of learning could be highly significant in students' understanding and learning physiology concepts. This approach could be incorporated in the traditional instructor-centered undergraduate medical curriculum as a way to innovate it.
Objective: This complete enumeration, prospective, before-and-after study (without controls) was conducted to evaluate the effect of a computer-assisted simulation module in Experimental Physiology on the cognitive domain scores of first-year medical students. Methods: After theoretical teaching using charts & graphs by the facilitators, participants were administered a pre-test containing multiple choice questions. Subsequently, participants were trained using a computer-assisted learning module on amphibian experiments and administered a post-test, with identical questions and marking system as the pre-test. Results: 60 students (30 males and 30 females) participated in the study. The difference between the pre-and post-test scores were statistically significant in both males (p=0.00002) and females (p<0.00001). Among females, minimum score in the post-test was more than the 1 st quartile of pre-test. The overall difference in the median values of student scores in pre-and post-tests was highly significant (p<0.00001). The differences between the pre-and post-test scores were statistically significant in 7 out of 10 questions. Conclusion: The computer-assisted simulation module covered major learning objectives in the curriculum for Experimental Physiology and helped students attain higher scores.
Evaluation of a computer-based approach to teaching acid/base physiology
Advances in physiology education, 2002
Because acid/base physiology is a difficult subject for most medical and veterinary students, the first author designed a software program, Acid/Base Primer, that would help students with this topic. The Acid/Base Primer was designed and evaluated within a conceptual framework of basic educational principles. Seventy-five first-year veterinary students (of 81; 93% response rate) participated in this study. Students took both a pre- and posttest of content understanding. After completing the Acid/Base Primer in pairs, each student filled out a survey evaluating the features of the program and describing his/her use and experience of it. Four pairs of students participated in interviews that elaborated on the surveys. Scores improved from 53 +/- 2% on the pretest to 74 +/- 1% on an immediate posttest. On surveys and in interviews, students reported that the program helped them construct their own understanding of acid/base physiology and prompted discussions in pairs of students when ...
2011
A new medical program that uses PBL approach was compared to an existing integrated system approach at two different schools in regards to the physiology mapping that includes content, timetable, assessment methods implemented and student performance. The objectives set by the APS forms a background for all medical school programs worldwide were used. Thorough analysis of all blocks and/or courses of the two learning system approaches were undertaken for major and minor objectives. Timetable and performance of the students in the two program approaches were compared and analyzed. The two groups were identical in terms of meeting the major objectives set by the APS. Although a lot of these objectives were set to be met by the students as self study assignment in the PBL approach rather than through lectures given by teachers in the integrated system approach. A lot of minor objectives are met in the integrated system approach compared to little minor objectives were met by the PBL approach. The performance in summative assessment was significantly better in integrated system approach compared to PBL approach, although this tends to be less with advancing years of study. The timetable was identical in both programs. Physiology objectives had not been compromised by the PBL system although they were moved from being delivered by teachers to being acquired through self and group study by the students. Better methods of assessment should be implemented in PBL system approach and students self study should monitored more carefully.