Combination Of Teaching Methods Research Articles

Application of combined teaching method of case-based-learning and clinical pathway in practical gynecological teaching.

To train highly qualified medical talent in 5-year programs and improve students' analytical and problem-solving abilities, it is necessary to change the traditional teaching method. This study introduces the combined teaching method of case-based learning (CBL) and clinical pathway and evaluates its role in practical gynecological teaching. Medical students in a 5-year program who were enrolled in the fourth year were selected as the research subjects; these students were randomized into two groups that separately received either the traditional teaching method or the combined teaching method of CBL and clinical pathway. Before the internship, a questionnaire was administered to explore students' views of internship in gynecology, and after the internship, the questionnaire was administered to assess the two teaching methods. Furthermore, theoretical and skill tests were performed both before and after the internship. A total of 206 medical students in a 5-year program who were in their fourth year were enrolled in the study. Students in the experimental group performed significantly better than those in the control group. They performed significantly better in the postinternship test than in the preinternship test (P < 0.001). The questionnaire showed that more students in the experimental group thought that their learning interests, clinical skills, case analysis ability, clinical communication ability, understanding of theoretical knowledge and clinical thinking ability had improved and significantly differed between the two groups (P < 0.05). Compared to traditional teaching methods, combined teaching method of CBL and clinical pathway can elevate students' academic performance, improve their learning enthusiasm and help promote clinical teachers' teaching quality. Additionally, this novel method is effective in facilitating the achievement of teaching objectives and improving the quality of talent training. Therefore, the combined teaching method of CBL and clinical pathway should be popularized and applied in gynecological practice.

THE FACTORS INFLUENCING STUDENTS' SATISFACTION WITH BLENDED TEACHING METHODS IN THE CONTEXT OF INTERNATIONALIZATION OF EDUCATION AT FOREIGN TRADE UNIVERSITY

This study is to determine the factors affecting the students' satisfaction with the blended teaching method, especially in the current international context, making some recommendations to increase the students' satisfaction with the combined teaching method. The research sample is 200 students of Foreign Trade University, using EFA factor analysis to create 4 factors affecting the level of student satisfaction with the teaching method in teaching methods, content of instruction, characteristics of blended learning systems, infrastructure and technology. The research results contribute to help university leaders to consider improving teaching quality and applying information technology to innovate teaching methods in general and English teaching method in particular.

Integrating the social determinants of health into graduate medical education training: a scoping review

BackgroundThe social determinants of health (SDH) play a key role in the health of individuals, communities, and populations. Academic institutions and clinical licensing bodies increasingly recognize the need for healthcare professionals to understand the importance of considering the SDH to engage with patients and manage their care effectively. However, incorporating relevant skills, knowledge, and attitudes relating to the SDH into curricula must be more consistent. This scoping review explores the integration of the SDH into graduate medical education training programs.MethodsA systematic search was performed of PubMed, Ovid MEDLINE, ERIC, and Scopus databases for articles published between January 2010 and March 2023. A scoping review methodology was employed, and articles related to training in medical or surgical specialties for registrars and residents were included. Pilot programs, non-SDH-related programs, and studies published in languages other than English were excluded.ResultsThe initial search produced 829 articles after removing duplicates. The total number of articles included in the review was 24. Most articles were from developed countries such as the USA (22), one from Canada, and only one from a low- and middle-income country, Kenya. The most highly represented discipline was pediatrics. Five papers explored the inclusion of SDH in internal medicine training, with the remaining articles covering family medicine, obstetrics, gynecology, or a combination of disciplines. Longitudinal programs are the most effective and frequently employed educational method regarding SDH in graduate training. Most programs utilize combined teaching methods and rely on participant surveys to evaluate their curriculum.ConclusionApplying standardized educational and evaluation strategies for SDH training programs can pose a challenge due to the diversity of the techniques reported in the literature. Exploring the most effective educational strategy in delivering these concepts and evaluating the downstream impacts on patient care, particularly in surgical and non-clinical specialties and low- and middle-income countries, can be essential in integrating and creating a sustainable healthcare force.

The Impact of a Combination of Flipped Classroom and Project-Based Learning on the Learning Motivation of University Students

Our study investigated the effects of combining project-based learning (PBL) and flipped classroom (FC) methods in university education on the learning motivation and learning outcomes of students at the bachelor (BSc), master (MSc), and higher vocational education and training (HVET) levels. We aimed to explore how these modern teaching methods can influence students’ performance and motivation at different levels of education. The research used cross-sectional analysis and quantitative methods to evaluate the impact of FC and combined PBL and FC methods. This study followed groups of students for two academic years, comparing their results with control groups that did not benefit from the combined teaching method but were studied in a same FC environment. The results showed that students at the BSc and HVET levels significantly improved their learning motivation and achievement by combining PBL and FC methods (BSc: p = 0.0001248, HVET: p = 0.0485), while at the MSc level, this effect was not significant (p = 0.1000). These data support that an effective combination of PBL and FC methods can improve learning motivation and outcomes at certain levels of education, but further research is needed better to understand the effects for students at the MSc level.

Impact of the Covid-19 pandemic and ensuing online teaching on pre-clinical medical education

BackgroundMajor disruptions and changes in education have occurred worldwide as a result of the coronavirus disease (COVID-19) pandemic and the ensuing shift from in-person to online education. However, the effect of such changes on medical education, its magnitude, and the learning domains impacted by such rapid changes have not been adequately addressed, particularly with regard to objective assessment approaches.MethodsSecond-year medical students enrolled in our Medical English Course between 2019 and 2021 were recruited from Hokkaido University, Japan (N = 321) to participate in this study. We evaluated the potential impact of teaching styles on the academic performance of students before (2019; face-to-face) and during (2020; online; 2021; in-person and online) the pandemic. We examined the potential effect of three teaching styles––in-person (2019), online (2020), and a combination of these (2021) on the academic performance of medical students using: (i) subjective assessment of self-reported general English skills, including reading, writing, listening, and speaking; and (ii) objective assessment of medical terminology scores, evidence-based medicine (EBM) skills, and final written exam scores.ResultsIn-person education significantly improved listening and speaking skills in 2019 (p < 0.001). This trend was observed for writing skills in an online course in 2020 (p = 0.001). With the combined teaching method, students reported significant improvements in all four English skills. In our objective assessments, medical terminology improved significantly post-test versus pre-test for all three teaching styles, and we found that the online course did not adversely affect the gain in medical terminology knowledge during the course. Additionally, we did not find any significant differences across the three applied teaching styles regarding EBM skill levels. It is noteworthy that the students taking online courses had a significantly higher final exam score (mean ± SD; 82.8 ± 8.2) than in in-person (78.6 ± 8.8) and combined (79.7 ± 12.1) teaching styles.ConclusionsIn our study, the online/combined courses showed better academic outcomes compared to the face-to-face course in the preclinical clerkship. Although the current results need to be replicated on a larger scale, online/combined courses can continue and evolve in the post-pandemic education of medical students. Medical schools and institutions should consider incorporating such courses, especially combined courses, into their curricula in the future to improve the effectiveness, accessibility, and flexibility of medical education.

Combined Teaching Method in Teaching Basic Clinical Skills to Midwifery Students: A Quasi-experimental Study

Background: The utilization of effective educational methods is crucial for enhancing the clinical skills of health sciences students. Objectives: This study aimed to assess the impact of a blended teaching approach involving videos and demonstrations in clinical skills training on midwifery students’ performance and satisfaction. Methods: This quasi-experimental study was carried out with 41 midwifery students from Hamadan University of Medical Sciences, Hamadan, Iran, using a census sampling method within 2018 to 2019. The experimental group received training through a combination of video presentations and demonstrations; nevertheless, the control group received training solely through demonstrations. The data were collected using a demographic questionnaire, a satisfaction scale, and the objective structured clinical examination (OSCE). Data analysis was performed using the Mann-Whitney U test and chi-square test with SPSS software (version 16). Results: The experimental group exhibited significantly higher mean scores in vital signs assessment, intravenous therapy, injection techniques, urinary catheterization, application and removal of sterile gloves, and prepping and draping for normal delivery (P &lt; 0.001). There were no significant differences in the mean scores for hand washing (P = 0.380) and oxygen therapy (P = 0.604) between the two groups. The combined group achieved notably better scores in the OSCE, with scores of 18.25 (1.58) compared to 16.60 (1.60) in the control group (P = 0.002). Additionally, the combined group expressed higher satisfaction with the training method, scoring 86.10 (9.50) compared to 75.52 (16.07) in the control group (P = 0.027). Moreover, the combined group reported significantly higher levels of satisfaction regarding the facilitation of educational content transfer and overall satisfaction with the training course (P &lt; 0.05). Conclusions: Employing instructional videos and demonstrations as a combined teaching method for basic clinical skills training results in improved student performance and satisfaction.

Transitioning from face-to-face to distance education. Part 2: A qualitative study in the former Yugoslavia during COVID-19

Background Similar to other countries, Departments of Family Medicine in the former Yugoslavia had to transition from face-to-face to distance education during COVID-19. Objectives To elucidate obstacles and facilitators of the transition from face-to-face to distance education. Methods A cross-sectional, multicentre, qualitative study design was used to analyse nine open-ended questions from an online survey using inductive thematic analysis. The questionnaire was distributed to 21 medical schools, inviting them to involve at least two teachers/students/trainees. Data were collected between December 2021 and March 2022. Results In 17 medical schools, 23 students, 54 trainees and 40 teachers participated. The following themes were identified: facilitators and barriers of transition, innovations for enhancing distance education, convenience of distance education, classical teaching for better communication, the future of distance education, reaching learning outcomes and experience of online assessment. Innovations referred mainly to new online technologies for interactive education and communication. Distance education allowed for greater flexibility in scheduling and self-directed learning; however, participants felt that classical education allowed better communication and practical learning. Teachers believed knowledge-related learning outcomes could be achieved through distance education but not teaching clinical skills. Participants anticipated a future where a combination of teaching methods is used. Conclusion The transition to distance education was made possible thanks to its flexible scheduling, innovative tools and possibility of self-directed learning. However, face-to-face education was considered preferable for fostering interpersonal relations and teaching clinical skills. Educators should strive to strike a balance between innovative approaches and the preservation of personal experiences.

Application of Combined Teaching Methods Using Virtual Clinic "Dimedus" and Robot-Simulator "Apollo" in the Process of Training in the Provision of Emergency Medical Care

An important task of training students in simulation centers is to teach algorithms of actions in extreme situations, to make the right decision as quickly as possible and to perform manipulations flawlessly. The article discusses the main advantages of using a combined teaching method using the virtual clinic "Dimedus" and the robot simulator "Apollo", which allows you to maximize the benefits of virtual learning, effectively use the emergency class, and objectively evaluate the formation of individual educational and practical skills.

Clinical decision-making training using the Script Concordance Test and simulation: A pilot study for pediatric residents

BackgroundEach year, new pediatric residents begin their shifts in the pediatric emergency room. While technical skills are often acquired during workshops, non-technical skills such as communication, professionalism, situational awareness, or decision-making are rarely tested. Simulation enables non-technical skills to be developed in situations frequently encountered in pediatric emergencies. Adopting an innovative approach, we combined two pedagogical methods: the Script Concordance Test (SCT) and simulation to improve clinical reasoning and non-technical skills of first-year pediatric residents in dealing with clinical situations involving febrile seizures. The aim of this work is to report the feasibility of such a combined training. MethodsThe first-year pediatric residents participated in a training session on how to manage a child attending the emergency department with a febrile seizure. At the beginning of the session, the trainees had to complete the SCT (seven clinical situations) and then participated in three simulation scenarios. Student satisfaction was assessed by means of a questionnaire at the end of the session. ResultsIn this pilot study, 20 residents participated in the training. The SCT scores for the first-year pediatric residents were lower and more widely distributed than those of the experts with better concordance for diagnostic items compared to investigation or treatment items. All were satisfied with the teaching methods employed. Further sessions on additional topics relating to the management of pediatric emergency cases were requested. ConclusionAlthough limited by the small size of our study, this combination of teaching methods was possible and seemed promising for the development of non-technical skills of pediatric residents. These methods are in line with the changes being made to the third cycle of medical studies in France and can be adapted to other situations and other specialties.

Identification of barriers and facilitators of successful interprofessional education (IPE) – a scoping umbrella review / Identifizierung der Einflussfaktoren für die interprofessionelle Ausbildung (IPE) – ein Umbrella Scoping Review

Abstract Objective The study aims to provide an overview of factors influencing interprofessional education (IPE). Method A systematic literature search was performed using the databases MEDLINE, CINAHL, PsycINFO, Embase, and Cochrane Library. Two reviewers conducted the study selection and data analysis. Subsequently, the factors influencing IPE were summarized through qualitative narrative synthesis. Results The search yielded 1,040 results, of which 10 studies were ultimately included. The influencing factors that were identified were clustered into three dimensions: learners, educators, and institutions. Reviewing the selected studies, it became evident that all influencing factors are closely interdependent. In the learners’ dimension, the construct of diversity, related to group formation and the strengthening of their sense of belonging, was identified as a facilitating factor for IPE. Thus, it appears that the formation of an interprofessional identity has a positive impact on the constructs mentioned. Moreover, the competence of the educators, and the combination of teaching methods, were crucial factors for sustainable IPE. Institutional support plays a facilitating role. Conclusion The overview results of this study can be used to identify areas for improvement and changes in IPE. Crucial for institutions is the support through management and leadership, along with the implementation of effective faculty development concepts. Further research on IPE is needed to extend understanding of the constructs of diversity, team efficiency and interprofessional identity, as well as the respective relations between them.

Improving medical student recruitment into neurosurgery through teaching reform

ObjectiveThis study aimed to determine whether a combination of case-based learning (CBL) and problem-based learning (PBL) methods in teaching can improve the academic performance and recruitment of medical students for neurosurgery.MethodsFour classes of fourth-year medical students were randomly divided into two groups. The traditional model group received the traditional teaching method, and the CBL-PBL group received the combined teaching methods of CBL and PBL. After the courses, the differences between the two groups in self-perceived competence, satisfaction with the course, post-class test scores, and clinical practice abilities were compared, and the proportions of neurosurgery major selection in pre- and post-curriculum between the two groups were also analyzed.ResultsSelf-perceived competence, post-class test scores, and clinical practice abilities in the CBL-PBL group were better than those in the traditional model group. The students in the CBL-PBL group showed a higher degree of satisfaction with the course than those in the traditional model group (χ2 = 12.03, P = 0.007). At the end of the semester, the proportion of students who chose neurosurgery majors in the CBL-PBL group was 13.3%, more than the 3.4% in the traditional model group (χ2 = 3.93, P = 0.048).ConclusionCompared with the traditional teaching method, the CBL and PBL integrated method is more effective for improving the performance of medical students and enhancing their clinical capabilities in neurosurgery teaching. The CBL-PBL method effectively improved students’ interests in neurosurgery, potentially contributing to increasing medical student recruitment into neurosurgery.

Online-Offline Teaching for Bio-Pharmaceutical Students During the COVID-19 Pandemic: The Case Study of Advanced Mathematics in Application-Oriented Universities of China.

BackgroundWith the development of the COVID-19 pandemic, the importance of online teaching is becoming more and more prominent, especially for the basic advanced mathematics majoring in bio-pharmaceutical in colleges. However, the only online teaching model loses efficiency when facing the undergraduates in application-oriented universities.PurposeHow to improve the teaching quality of advanced mathematics has always been a concern because the mathematical abilities of students in application-oriented universities are not ideal. In this article, we develop a blending online-offline teaching model that combined online teaching and offline outcome-based education (OBE), as an alternative to traditional offline education.MethodologyThe comparative analysis experiment is carried out to the two classes of undergraduates. The control group and the experimental group are, respectively, the 2020 class students and the 2021 class students majoring in bio-pharmaceutical. The experimental group students receive the combined teaching method, while the control group students receive the traditional offline education.Results(1) From the comparative analysis, we can find that the students under the online-offline teaching model are more differentiated than those under the traditional offline education model. (2) The online-offline teaching model equipped with “case study + knowledge point + applications” process has achieved a good teaching effect in the author's university.ConclusionThe proposed teaching model can well stimulate students' interest in advanced mathematics learning and resonate with students through actual cases, thereby arousing students' autonomous learning drive and allowing them to apply what they have learned to professional fields.

Effectiveness of a combined problem-based learning and flipped classroom teaching method in ophthalmic clinical skill training

BackgroundPrevious studies have primarily implemented problem-based learning (PBL) or flipped classroom (FC) teaching models in different majors; however, research on the combined PBL-FC teaching method in clinical medicine is scarce. Therefore, we investigated the combined PBL-FC teaching method in teaching ocular trauma on students’ competencies.MethodAbout 75 ophthalmology postgraduates were randomly divided into PBL-FC and traditional teaching groups. Students completed pre-and post-class theoretical examinations, skills evaluation, learning ability scales, and feedback questionnaires.ResultsBoth groups showed significantly higher theoretical scores and improved learning ability. Feedback questionnaire scores of the PBL-FC group’s postgraduates without clinical experience were significantly higher than the traditional group’s for some items; there was no difference between groups in postgraduates with clinical experience. PBL-FC group’s pre-class preparation time was significantly longer than the traditional group’s, but the post-class review time was significantly shorter. PBL-FC group’s post-class theoretical performance was significantly higher than the traditional group’s. There was no statistical difference between the groups regarding skill operation. Among postgraduates without clinical experience, the PBL-FC group’s skill operation performance was significantly higher than the traditional group’s; for postgraduates with clinical experience, the traditional group’s skill operation performance was significantly higher than the PBL-FC group’s.ConclusionsPBL-FC teaching is better for students without clinical experience or knowledge of ophthalmic diseases. Meanwhile, traditional teaching is a good choice for students with clinical experience who need more relevant knowledge.

METHODS OF FORMATIVE EVALUATION OF STUDENTS ACHIEVEMENTS IN CHEMISTRY

The relevance of the study is due to the need of school practice in the introduction of a new approach to the assessment of student achievement - formative assessment. Assessment of students 'academic achievements in chemistry has its own characteristics, which requires a variety of techniques for formative assessment of students' academic achievements. The purpose of the study is theoretically substantiate the methodology of formative assessment of students' academic achievements in chemistry in general secondary education. The following methods were used in the research: theoretical (analysis of normative documents, psychological, didactic and methodological literature to study the problem of formative assessment of students 'achievements in chemistry in the theory and practice of chemistry; analysis of techniques of formative assessment of students' achievements in chemistry and digital instruments their implementation); empirical (generalization and systematization of pedagogical experience of teachers of secondary schools, surveys, observations, interviews, questionnaires). The article presents a method of formative assessment of students' achievement in chemistry, which is based on a complex combination of teaching methods with tools of formative assessment and involves the relationship of the following organizational components of its implementation: motivational, substantive, reflective. The didactic bases of definition of tools of formative estimation - the purposes of employment, the purposes of educational activity, individual features and educational needs of studentsare outlined. Techniques of formative assessment of students' academic achievements in chemistry according to the method of their use (visual, schematic-graphic, combined), forms of formative assessment that reflect their place in the educational process (reflection of emotional state, reflection on activity, reflection on content of activity), techniques of formative assessment , which are based on the focus on developing students' skills of self-evaluation and mutual evaluation. Methods for determining the educational needs of students, determining the goals of activities are identified. Digital tools have been identified that contribute to the development of methodological support for the formative assessment of students' academic achievements in chemistry. The proposed methodology allows for holistic and systematic feedback during classroom, blended or distance learning.

Evaluation of the effectiveness and staff acceptance of education strategies to improve medication safety

Background: The pharmacy department at the study site provides ongoing education on medication safety to the hospital staff through a variety of means. Objectives: The study aimed to evaluate and compare various forms of education and the clinical impact and satisfaction reported by staff. Methods: A survey was disseminated to staff across the hospital, and 81 responses were collected. Results: Staff preferred learning through a combination of teaching methods rather than individual modalities. The majority of respondents stated that they felt their knowledge of medication safety improved after education and that the content was actionable. Most staff also agreed or strongly agreed that education positively impacted their clinical practice. Staff preferences regarding education were also themed around different learning modalities, quick and concise messages, topics of medication updates, and relevance to practice. Preferences of the hospital staff will be aligned with education strategies based on this evaluation.

The effectiveness of improving healthcare teams’ human factor skills using simulation-based training: a systematic review

BackgroundSimulation-based training used to train healthcare teams’ skills and improve clinical practice has evolved in recent decades. While it is evident that technical skills training is beneficial, the potential of human factor training has not been described to the same extent. Research on human factor training has been limited to marginal and acute care scenarios and often to validate instruments. This systematic review aimed to investigate the effectiveness of simulation-based training in improving in-hospital qualified healthcare teams’ human factor skills.MethodA review protocol outlining the study was registered in PROSPERO. Using the PRISMA guidelines, the systematic search was conducted on September 28th, 2021, in eight major scientific databases. Three independent reviewers assessed title and abstract screening; full texts were evaluated by one reviewer. Content analysis was used to evaluate the evidence from the included studies.ResultsThe search yielded 19,767 studies, of which 72 were included. The included studies were published between 2004 and 2021 and covered research from seven different in-hospital medical specialisms. Studies applied a wide range of assessment tools, which made it challenging to compare the effectiveness of human factor skills training across studies. The content analysis identified evidence for the effectiveness. Four recurring themes were identified: (1) Training human factor skills in qualified healthcare teams; (2) assessment of human factor skills; (3) combined teaching methods, and (4) retention and transfer of human factor skills. Unfortunately, the human factor skills assessments are variable in the literature, affecting the power of the result.ConclusionSimulation-based training is a successful learning tool to improve qualified healthcare teams’ human factor skills. Human factor skills are not innate and appear to be trainable similar to technical skills, based on the findings of this review. Moreover, research on retention and transfer is insufficient. Further, research on the retention and transfer of human factor skills from simulation-based training to clinical practice is essential to gain knowledge of the effect on patient safety.

Modern and synchronized clinical anatomy teaching based on the BDIE method (board-digital dissection-imaging-evaluation).

Anatomy has historically been taught via traditional medical school lectures and dissection. In many countries, practical or legal issues limit access to cadaveric dissection. New technologies are favored by students and could improve learning, complementing traditional teaching. All students in second-year medicine at a single medical school were submitted to a novel anatomical course with digital tool exposure. We explored a new combined teaching method: a physical blackboard lesson synchronized with digital dissection, imaging and direct evaluation (BDIE). Synchronized dissection is broadcast live in the classroom and in partner medical schools. Following the course, students completed a short survey about their perception of this new anatomic clinical course. The survey included 183 students whom 178 completed the questionnaire, i.e., a 97% response rate. Ninety-nine percent of students thought this synchronized method useful to improve their understanding of anatomy and 90% stated it helped them retain this learning. This BDIE method, in conjunction with teaching guidelines and dissection, is highly appreciated by students who consider it helps them to acquire lasting knowledge.

Theological knowledge internalization in man and sin doctrine learning

The learning pattern of the Dogmatics course tends to be directed at mastering and memorizing Christian doctrines, and participants find it difficult to connect Christian doctrines learned to real-life realities. The course materials become things to memorize, not things to believe. In the Dogmatics learning process, a learning pattern that can improve understanding of course materials and be applied in everyday life is needed. This research aims to describe the application of the combined teaching method to improve participants' understanding of course materials and to be able to relate them to daily life. It is descriptive &amp;qualitative research. The research was conducted at Simpson Theological Seminary Ungaran on the odd semester of 2020/2021 Academic Year. The objects of this research were 15 participants and lecturers of Christian Religious Education major participating in the Dogmatics I course. The results show that applying a combination of lecture and Q&amp;A methods could improve participants' understanding of course material and connect lecture material to daily life. Evaluation of learning outcomes showed a good level of understanding of the course material, in which participants could connect the concepts in learning to everyday life

The need of modifying current undergraduate curriculum in pathology subject from student's perspective

Background: The main goals of second professional MBBS pathology teaching are to provide a framework for the description of disease and to provide students with knowledge of the functional and structural changes in disease in order that clinical signs and symptoms are often understood and interpreted. Aims: It was a cross-sectional, descriptive study which aimed to find out the importance of pathology subject in MBBS curriculum as well as to assess the students perception regarding subject understanding, teaching methodology, and assessment criteria. Materials and Methods: Two hundred and sixteen students of 2nd MBBS who had already completed 1st year and were about to appear in the university examination in the year 2020 were included. An extensive questionnaire was prepared regarding 2nd year pathology teaching. The feedback from the students was obtained and analyzed the SPSS software version 17.0. Results: 30.05% students found pathology subject as an interesting, 46.75% found it to be lengthy, whereas remaining (13.80%) found it as not only interesting but also lengthy as well and 9.4% found it boring and difficult. 70.8% students were able to apply the knowledge gained in the 1st year while studying pathology. 76.7% students responded that knowledge gained in pathology helped them in clinical postings. 53.2% students opined that combination of teaching methods helped them for better understanding of subject. Written and viva voce examination was helpful for 74.14% and 79.62%, respectively, to evaluate them. Conclusion: Our study has emphasized the importance of pathology as a subject for understanding the clinical subject. As competency-based curriculum is starting from 2019 batch and onward, this elaborative study can act as a baseline to get access to the effectiveness of new curriculum in coming years.

Indian Medical Undergraduates’ Perceptions of Effective Teaching Methods: A Cross-Sectional Study

IntroductionIt becomes a challenge for a teacher to find a student-friendly approach to teach too many students in a class. The teaching methods used during medical education have a significant impact on learning among medical students. A practical and informative teaching technique is considered an essential component of that education. The present study aimed to determine the best interactive teaching method based on Indian medical undergraduates’ perceptions.Materials and MethodsThe current investigation was a cross-sectional descriptive study that included 100 undergraduate medical students. A structured sample class on a specified topic was conducted using Microsoft PowerPoint (PPT) and a “chalk and talk” (CNT) method. Students’ opinions of the class were assessed via a Likert scale questionnaire in which, for each of the two methods, the students were asked to rank twelve comments on a four-point scale: strongly agree, agree, disagree, or strongly disagree. Descriptive statistics were calculated to evaluate the distributions of their responses. The z test for two proportions was used to test a significant difference in respondents’ proportions towards various perceptions regarding the two teaching methods under study. The data were analyzed using SPSS software version 22.ResultsStudents understood the lesson content better when the teacher used the CNT approach (p<0.005). The CNT method was also associated with better interaction than the PPT technique (p=0.03) and facilitated better student concentration and retention of the class content (p=0.03). The students reported that there was less eye contact associated with the PPT technique (61%) but found the content thus delivered fascinating (78%), informative (91%), and organized (85%) as compared to the CNT approach.ConclusionThe traditional CNT approach is an effective classroom teaching method. The current study highlights student preferences for a combined teaching method that includes CNT and PPT.