Could the Hybrid form of Lecturing and Active Learning be used as a Curricular Tool for Medical Education of Immunology in Algeria?

Kheir Eddine Kerboua,Kamal Djenouhat

doi:10.3844/ajisp.2019.36.39

Abstract

Lecturing has been the predominant mode of instruction since universities were founded in Western Europe over 900 y ago and still the sole method of instruction in the developing countries. However, claiming that adopting a specific new method will have reproducible results regardless the population’s characteristics is simply not possible. In this study, we sought to demonstrate that hybrid form of lecturing and active learning could be used as a curricular tool for medical education, specifically for immunology, to enhance learning performance and promote development of test-taking and metacognitive skills among students from the faculty of medicine of Oran, West Algeria. One hundred fifty four 2nd year dental medicine students were analyzed for several parameters to assess classical and active learning methods. The median comparison showed a marked improvement of exam scores in groups taken Brainstorming (BS) and Problems-Based-Learning (PBLs) (p<0.00). BS was associated with the control of immunology learning (p = 0.044), students active participation (p = 0.023), practical knowledge (p = 0.011) and knowledge organization of the (p = 0.045). Herein, we confirm that the active learning is widely accepted by Algerian medical student as complementary tool to the lecturing. We propose that hybrid formula of these two approaches is needed to work cooperatively to solve problems and develop solutions.

Highlights

Teaching medical immunology is a major challenge for medical schools around the world
The analysis focused on three intriguing questions: Do these different non-classical methods (NCMs) work synergistically? Do NCMs increase test scores? Do these techniques reduce failure rates? Lectures, NCMs, exams and questionnaires of this study were made in French, the official language of the high education of all the former French colonies
At the end of the LC a questionnaire consisting of 15 items to probe the motivation of students for adding NCMs in their learning process was administered to show that 45.9% of students claim more interactivity with the teacher, 54.1% of clinical cases, 54.1% of working in small groups on knowledge translation, 63.9% prefer thinking than learning by heart (Table 3)

Summary

Introduction

Teaching medical immunology is a major challenge for medical schools around the world. With the succession of the Nobel Prizes of Medicine in immunology and the implication of this science in the most serious public health problems, more and more curiosity is raising among people, patients, students and scientists and this makes its teaching a great responsibility for the medical faculties. Several researches raise questions about the real benefit of continuing to use the classic method based only on lectures or strengthening it with active methods called non-classical methods (NCMs)

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Discussion

Conclusion