The Effects of Changes in Teaching/Learning Schedule Pattern in Physiology Subject among 2nd M.B., B.S Students from University of Medicine, Magway

Mya Pwint Phyu,Sanda Kyaw,Zarchi Theint Theint Hlaing

doi:10.24018/ejmed.2020.2.5.495

Mya Pwint Phyu, Sanda Kyaw + Show 1 more

Open Access

https://doi.org/10.24018/ejmed.2020.2.5.495

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Abstract

The failure rates of the medical students had increased during the past few years. There are many supportive factors for deteriorating the students’ performance. One of these might be due to some defect in teaching/learning system. Therefore, the aim of this study is to determine the effects of changes in teaching/learning schedule pattern in Physiology Subject among 2nd MB BS students from University of Medicine, Magway. A Comparative study was done. Data was collected from 2nd MBBS students studying at University of Medicine, Magway, Myanmar (n = 230). Class test-1 was done before the introducing of the new teaching/learning schedule pattern. There was 3-month intervention of introducing the new teaching/learning schedule pattern. At the end of this program, class test-2 was done. Scores of all students in class test-1 and class test-2 were compared and analyzed. In the present study, the average marks of class test-1 and class test-2 were 38.23±14.56 and 43.32±18.42, respectively. It was found that the average score of the students in class test-2 was higher than that of class test-1(p< 0.001). Both class test-1 and class test-2 included 2 sections which involved multiple choice questions (MCQs) and multiple short questions (MSQs). In MCQs section, 22.17% of the total students were passed in class test-1 whereas it was increased to 33.48% in class test-2 (p< 0.01). In MSQs section, it was indicated that 29.56% of the total students were passed in class test-1 and 39.56% of the students were passed in class test-2 (p< 0.001). In the average score of both MCQs and MSQs, the students passed rate is increased from 26.96% to 36.96% after the changing of teaching/learning style (p< 0.001).This findings suggested that the new teaching/learning style was more effective than the traditional teaching.

Highlights

The effectiveness of lecture and discussion methods on students’ performance has been shown by a number of studies
The percent change of multiple choice questions (MCQs) and multiple short questions (MSQs) after three months intervention was shown by Fig. 5
We introduced a new teaching/learning schedule pattern

Summary

Introduction

The effectiveness of lecture and discussion methods on students’ performance has been shown by a number of studies. Some of the researchers pointed out that there are no differences in applying either discussion or lecture in the students' learning activity. Byers & Hedrick [1] found that the lecture method is more effective for the student's performance than the discussion method whereas the discussion method is more preferable for retention and better reasoning. Mcrae & Young stated that lecture enhanced for immediate recall of the material content while discussion is more effective for retention [2]. A tutorial is one method of smaller classes that can transfer more knowledge and familiar between the students and teacher [6]

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