English

Abstract

BACKGROUND The importance of the students in the development of the medical curriculum has been very well known. The valuable perspective and insight of the medical students is very essential in the development of new student-centred teaching modules with student friendly methodology, tools and learning resource materials to increase students’ interest improving their understanding and competence in anatomy and eventually create better doctors and for better patient outcomes. In view of this, an interventional study was carried out to study the role of undergraduate medical students in designing teaching module in anatomy for effective learning. METHODS An interventional study was carried out from October 2019 to March 2020 in the Department of Anatomy, Jawaharlal Nehru Medical College Sawangi (Meghe), Wardha. 230 first MBBS students and 50 students i.e., 25 students from each 2nd MBBS and 3rd MBBS participated voluntarily. A routine didactic lecture was conducted for first year MBBS students. Perception was taken with the structured proforma (using Likert scale) from all the students and data analysis was done. A panel was formed with 50 volunteered students from 2nd MBBS and 3rd MBBS who were given responsibility to form module (instructions for the teacher). Then lecture was again conducted for the first year MBBS students incorporating the instructions from the module framed after considering input from data analysis of perception of first MBBS students and from panel of second MBBS and third MBBS students. The data was analysed statistically, using descriptive and inferential statistics using chisquare test. Software used in the analysis were Statistical Package for the Social Sciences (SPSS) 24.0 version and GraphPad Prism 7.0 version. RESULTS After data analysis, it was observed that after implementation of instructions from module there was improvement in all parameters of teaching learning methodology, tools used and learning resource material. The difference was statistically significant. CONCLUSIONS It is evident from the present study that when the teaching learning methodology, teaching learning tools and learning resource materials are designed considering the inputs from the techno savvy students, it is accepted and beneficial for effective learning while still keeping a tinge of the traditional methodology. KEY WORDS Challenges, Criticism, Inputs, Teaching Learning Methodology