Abstract
Aim- To assess the effect of different teaching modalities in first year medical students at MAPIMS, Tamilnadu. M ethods - Two types of teaching methods were used, lecture class and case based discussion. Students were divided in to two groups as Group I (case based discussion) and group II (lecture class). To assess the effect of both methods we used MCQs as pre and post test before and after the session respectively Statistical analysis -was done using paired t test to compare the pre and post test of group I and group II. Independent t test was used to compare pre test of both groups and post test of both groups. A p value of less than 0.05 was considered as statistically significant results. Results - Our study showed that in both type of teaching post test performance was better compared to pre test (p=0.0001). And within post test performance, Group I performed better than group II, with significance of p value <0.05. Conclusion - Our study showed that case based discussion is better than usual lecture classes.
Highlights
Teaching physiology to first year medical students, in a ways to make it interesting and enhance their learning has always been a challenge
Various methods are being used as alternative approaches to reinforce didactic instruction in Physiology, such as case-based learning (CBL)[2], problem-based learning (PBL)[3]
According to the experience of the various authors, it was very difficult to retain the attention and interest of medical students in subjects, so there was introduction of problem based learning and small group discussion in addition to didactic lectures, and the students met this approach with enthusiasm
Summary
Teaching physiology to first year medical students, in a ways to make it interesting and enhance their learning has always been a challenge. According to the experience of the various authors, it was very difficult to retain the attention and interest of medical students in subjects, so there was introduction of problem based learning and small group discussion in addition to didactic lectures, and the students met this approach with enthusiasm. From this success, they began to consider ways to incorporate this technique into the traditional didactic lecture activities[3,5,6]. Case based teaching as one of the other teaching method in first year students showed they were actively involved and enjoyed the experience[7]
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