Role of symposia to enhance active learning compared to conventional lectures among MBBS students

Abstract

Background: Symposium as a large group teachinglearning method ensures active participation from students compared to conventional lectures. Competency-based curriculum lays emphasis on student-centered learning. The number of students who join medical colleges to pursue MBBS increase each year. At the same time, infrastructure and faculty strength do not change much. Though small group teaching is preferred student-centered method, other teachinglearning methods can be modified accordingly. Aims and Objectives: To assess the effectiveness of symposium-based learning (SBL) in enhancing active learning compared to conventional lecture in Phase 1 MBBS students with a secondary assessment of student’s comparative perception of both teachinglearning methods in a teaching institution. Materials and Methods: We selected six-core gross anatomy topics which were discussed in the dissection table prior to the sessions. Students were grouped into two by odd and even roll numbers. One group underwent SBL while the other had conventional didactic lectures (DL). The groups were crossed over after three topics. The students in both groups were assessed for knowledge retention at the end of each session by identical questionnaires. The perception of students was collected by feedback questionnaire in Likert scale. Assessment scores were compared using independent t-test. Results: According to perception of students, active learning was improved by symposia (83.5%). Symposia also improved presentation skills (86.9%). Conclusion: Although students believed that symposia improved active learning. Analysis of assessment scores showed no significant enhancement of active learning in students through symposia as teachinglearning method compared to DL.