COMPARATIVE STUDY OF BUZZ GROUP TEACHING WITH CONVENTIONAL METHOD OF TEACHING IN MEDICAL EDUCATION

Abstract

Objectives: To study the effect of Buzz Group as a teaching method on academic performance of the students in the teaching in clinical postings and to compare it with the academic performance of students’ taught with conventional way of teaching & to further evaluate Buzz group teaching learning methods from students’ perspective. Methods: An interventional crossover of teaching learning method in which one group was taught using Buzz group teaching and another with the conventional way of teaching, the study was conducted between Jan 2019 to March 2019 in 2 batches of 40 students each and the data was analyzed. The crossover was done as per ethical committee suggestions so as to avoid deprivation of the students from any of the teaching methods. Results: The t value in the Buzz group was significant i.e. 4.667 before crossover and 3.196 after crossover in one batch and 4.604 before crossover and 2.887 after crossover. The overall communication, learning, problem solving, communication and score for Buzz group teaching was compared to conventional way of teaching and the results were statistically significant.The problem solving in the Buzz group teaching shown t-value of 14.701 of significance. Conclusions: The results suggest that Buzz group teaching is clearly better than the conventional classroom teaching and is in coherence with the MCI guideline of Competency Based Medical Education (CBME) guidelines. This method of teaching requires minimal additional efforts and its inclusion in few of the Clinical postings could prove equally effective