Innovative Teaching-learning Methods Research Articles

Implementation of team based learning for MBBS students – An innovative teaching learning method in medical education

Team-Based Learning (TBL) is an educational approach that enhances student engagement through individual assessments and collaborative group work. It is an effective and structured form of small group learning adaptable to large classroom settings. TBL ensures student accountability through various stages, including pre-class preparation, readiness assurance tests, problem-solving exercises, and immediate feedback. This study aims to implement and assess the efficacy of the TBL strategy among MBBS students in a large group teaching environment. The pilot study adopted a TBL approach, involving steps such as pre-class preparation with PDF materials and a WhatsApp video guide issued a week prior, individual and team readiness assurance tests (iRAT and tRAT) conducted via Google Forms and hard copy MCQs, clarification sessions on MCQs and relevant medical topics, and collaborative learning through case scenarios related to Type 2 diabetes. Discussions and conclusions were facilitated by the faculty, followed by immediate and scheduled feedback using Google Forms. Statistical analysis was performed using an unpaired t-test to compare iRAT and tRAT scores. The study gathered 133 responses from the first batch and 140 from the second batch of first year MBBS students. The analysis revealed significant improvements in scores from iRAT to tRAT, indicating the effectiveness of TBL in enhancing student learning outcomes. Feedback from the students showed high levels of engagement and interest in the learning process, with over 98% in both batches finding the TBL approach interesting and interactive. The findings suggest that TBL is a valuable and effective educational strategy that improves learning outcomes and fosters collaborative learning among students.

Employing Escape Rooms in Medical Education to Deliver Engaging and Immersive Learning: Brief Review

ABSTRACT The conventional mode of medical education is delivered using didactic lectures, wherein teachers disseminate the desired information to a large number of students in a structured manner. The purpose of the current review is to explore the scope and need of escape rooms in medical education and identify the potential considerations to be acknowledged while designing an escape room in a medical college for training undergraduate medical students. Escape rooms in principle refer to the learning environments that are interactive and immersive, in the sense that students who are part of these rooms are posed with a puzzle or a challenge or a task that must be solved by them within a defined period of timeframe to eventually escape from the room, which is the ultimate goal of such sessions. The success of escape rooms is determined depending by the way it has been designed, in terms of their ability to engage the involved participants and promote collaboration. In conclusion, the employment of escape rooms in medical education is an innovative teaching–learning method to overcome the limitations of conventional strategies. Acknowledging the merits of escape rooms in the development of critical thinking and teamwork skills, it is the need of the hour that every medical institution must explore the possibility and introduce it within their settings to ensure experiential and long-term learning among medical students.

Innovative Teaching-Learning Method for Engineering Mathematics Through Video Lectures in Rural Areas

Abstract : Mathematics is an important subject required for the foundation and has applications in all branches of engineering. Mathematical knowledge and skills are required for higher study, developing new technology and innovations. But creating students' interest in learning activities is always a challenging task for every mathematics teacher. Many engineering students are failing in the first year of their studies. This problem becomes more important and challenging in rural areas. There is always a concern about the problem that why students are not taking interest in learning? Out of many possible ways to deal with this problem, the use of flipped classrooms (FCR) plays an important role. This paper deals with the use of FCR for engineering students from rural areas. In addition to classroom teaching, for technology-based learning, video lectures (VLs) are provided to students of first-year engineering for thesubject of engineering mathematics. Starting with a review of FCR, experimentation of VLs, and its impact on learning activities and result has been presented. Various surveys at different levels and examination results are considered for conclusions. Through this action research, we have shown that VL is one of the most useful tools for enhancing learning and improving the results of students in rural areas. It has been further shown that this method is very much accepted by students. Keywords: Educational technology, Mathematics learning, Short VLs, Flipped classroom, Engineering Education.

Effectiveness of project-based learning in pharmacology as a teaching learning tool for second MBBS students in a medical college in South India

Background: Being a vast, volatile and dynamic subject, innovative teaching learning methods are required to generate student’s interest in learning Pharmacology. Aims and Objectives: The aim of the study was to study the effectiveness of project-based learning (PBL) program (preparation of a poster or building a model) in improving learning in Pharmacology and to obtain student feedback on the program. Materials and Methods: Twenty-one topics with equal difficulty level were selected from the “must know” portions in Pharmacology. 97 students of second professional MBBS were divided into 12 groups for building a model and nine groups for preparing a poster. Groups for preparing a model had minimum five members and groups for preparing a poster had minimum four members in each group. They were asked to prepare the project based on the topic in 1 month as group task. On the day of the submission, one of the group members presented the model/poster and all other students attended the presentation. A test of ten questions (section A) was done on the students before the presentation which was entirely based on their own project. On the same day, pre-test (section B) having 20 questions, one from each topic was done before the presentation. Post-test was done for all the students immediately after the presentations and also after 1 week. Feedback forms were given to the students after the presentation. Data collected from both the projects were analyzed separately. Results: The improvement in immediate post-test was significant in students involved in both the projects compared to the pretest results. In the individual project assessment, ≥50% marks were scored by 89.8% of the students involved in model building and 87.9% of the students involved in poster preparation. 46 students (78%) involved in model building and 24 students(72.7%)involved in the poster preparation opined that the overall process of preparing and presenting the poster/model was extremely enjoyable. 49 students (83.05%) involved in model building and 28 students (84.8%) involved in poster preparation opined that the project work was extremely helpful in understanding the topic. Conclusion: PBL can be incorporated as a novel teaching learning tool in Pharmacology.

Effect of Quiz as a Teaching-Learning Modality for Better Understanding of Biochemistry for Undergraduate Medical Students: An Observational Study

Background: In medical education, innovation and modernization of teaching and learning methods are required to maintain dynamic quality. The purpose of this study was to evaluate the quiz as one of the innovative teaching-learning methods for first-year MBBS students in the biochemistry subject. Objectives: The study objectives were to sensitize the students regarding the quiz in biochemistry and assess the quiz's effectiveness in subject understanding among students and the learning gained from it. Methods: Sixty students were divided into five teams of 12 students. There were seven rounds in the quiz based on which the winning team was selected. Teams were selected based on a preliminary test score. The batch of 60 students was divided into five teams of 12 students. A pretest-posttest questionnaire in the form of an MCQ test was taken prior to the quiz. To evaluate views about the quiz, feedback was elicited from the students. Data were analyzed using the Statistical Package in Microsoft Excel. Proportion, mean, and standard deviation were determined as appropriate. Results: The mean pretest score was 36.6%, whereas the mean posttest score was 87.3%. In the feedback, 70% of the students felt they had an excellent experience through the quiz, and such activities should be conducted more often. Conclusions: The study suggested that activities like a quiz stimulate individual and collaborative learning, improve medical students' cognitive level, and retain their interest in the subject.

Theater in Medical Education

The knowledge and skills expected of medical graduates upon completion of their undergraduate training are extremely vast and dynamic. Medicine has to be acknowledged as a combination of science and art, with science appealing to the scientific minds, while art encourages creativity and curiosity. The use of theater in medical education is not new by any means and has been extremely useful to help medical students to understand various life-threatening scenarios and settings that require medical humanities incorporation. To conclude, considering the complexities involved in the clinical training of a medical graduate student, it is our responsibility to adopt innovative teaching-learning methods. The use of theater in medical education delivery has been associated with developing many attributes of the hidden curriculum, including empathy, self-awareness, professionalism, and communication skills. The need of the hour is to acknowledge the potential of theater and integrate it with the existing curriculum to optimize the training of medical students.

3-Dimensional model making as an innovative tool for enhanced learning through student engagement among early professional medical graduates

Background: Various innovative teaching-learning methods have been introduced in the medical curriculum for a better understanding of the difficult topics. We introduced the 3-dimensional (3D) model-making as an innovative tool for enhanced learning through student engagement among early professional medical graduates. Methods: The study was conducted in the Department of Biochemistry of a Private Medical College. The phase I medical undergraduate students were divided into 20 groups with 10 students in each group. The topics taught by didactic lectures were allotted to each group by lottery method and were informed that the best model will be suitably rewarded after evaluation. Feedback was collected from the students on a five-point Likert scale after the submission and evaluation of the models. Results: About 92% of the students expressed that 3D model-making was an innovative method of learning in the medical profession, and 96.3% agreed that the topics allotted were relevant to the syllabus and helped in better understanding of the subject when compared to didactic lectures. The students also agreed that the 3D model-making activity enhanced their creativity and application of knowledge to learn biochemistry, developed a positive attitude, helped to coordinate with their peers, and improved communication skills. They suggested that this activity should be continued with the inclusion of more topics. Discussion: The 3D model-making activity helped the students to enjoy learning, think differently, understand better, expand their knowledge and recall information more comprehensively.

Innovative Teaching-Learning using Crossword Puzzles

It is important to introduce innovative teaching and learning methods to motivate students to develop thinking abilities and to motivate faculty to break monotonous lectures. There are multiple innovative teaching-learning methods, a few to name are crosswords puzzles, flipped classroom, mind map, Think share pair, one-minute paper, etc. This paper discusses the usage and impact of innovative teaching method, technical crossword puzzles. Simple puzzles on some specific topics are made using open source and trial softwares by giving the clues for the down and across. The crossword puzzle is given to a group of two students to solve within a time limit. Even though they need to focus and think a lot to solve a crossword, students also find it very interesting. They feel satisfied and accomplished if they can solve the whole puzzle correctly. From the faculty perspective designing a crossword by creating a set of questions with single-word answers that can be fitted into a crossword puzzle is a tedious task. Creating a puzzle by the faculty and solving the puzzle by a student is equally challenging and satisfying. Crosswords were created for multiple subjects like Systems Programming and OS, Artificial Intelligence, Computer Networking, etc. Feedback from the students is taken orally and in the written form which indicates that such innovative teaching-learning methods increase their focus, thinking ability, and interest in the subject and are fun. The feedback shows that 100% students enjoyed solving the puzzle. 92.7% students agreed that their thinking ability improved, 72.2% students say that they were able to recall the topics to solve the puzzle. 74.1% of students gave feedback that crossword puzzles can be a part of the evaluation system. 98.1% students also agreed that student interaction increased as they solved puzzles in a team.

Innovation in Teaching– “An Encouraging Environment for Education”

The development of an economy is marked by its education system and the ability of teachers to bring innovative teaching methods. Innovation has been recognized as the primary strategy to attain a competitive edge in education. The current implications in education system have impelled institutions of higher education to build innovative teaching learning methods to enhance skill development and practical knowledge. The role of a teacher is indispensable in contributing to the success of a student. A teacher inspires, motivates, and imparts knowledge to the students by finding new and innovative methods that makes education simple and easy. Reinventing teaching methods and experimenting different pedagogical techniques in curriculum enhancement ensures the highest standards of quality in a student. Innovating teaching methods leaves a permanent mark of interest on the subject and the teacher. Visualising concepts and reciprocating the same is possible only through the innovative teaching methodology, as it draws curiosity and the potential to question on related topics. Innovative teaching methods set groundwork for skill enhancement and stimulates a zest to teach and learn. Development of new teaching learning methods leads to increased student efficiency and ensures a pragmatic approach of students to have a hands-on experience on practical cases. Case studies, group activities, practical classes, live projects, brain storming sessions are few of the teaching methods that gives students an opportunity to discover their potentials and develop critical learning techniques. In consideration of the above concept a research is undertaken on “Innovation in teaching” to evaluate students’ perspective on innovating teaching pedagogy. This study will thus establish the importance of Innovative teaching methods among students.

Employing comics for strengthening the delivery of medical education and patient care

The medical knowledge is extremely vast and continues to advance with each day making it extremely challenging for medical students. One of the innovative teaching-learning methods has been the use of comics in the field of delivering medical education and for improving patient care. The utility of comics in the delivery of medical education can be explained in different ways, namely mediation of varied emotional states upon errors made while diagnosis, highlighting illustrations about the good and bad practice of medicine, etc. Like any intervention, even the use of comics in medical education and clinical practice has its own challenges. To conclude, the integration of comics in medical education and patient care is an innovative approach to strengthen the overall process of curriculum delivery. The need of the hour is to understand its scope and then use in relevant settings to make it more effective and beneficial to different stakeholders.

INNOVATIVE TEACHING LEARNING METHODS

INNOVATIVE TEACHING LEARNING METHODS

“Flipped Classroom” teaching-learning method in medical biochemistry 1st professional MBBS students

Background: The flipped classroom is an educational model in which the standard lecture and homework elements of a course are “reversed” or “flipped.” In the current scenario, the new teaching-learning (T-L) method like flipped classroom is an essential requirement due to shifting in medical education from teacher-centric to student-centric as a consequence of the recent changes in medical education called “Competency-Based Medical Education.” The advantage of this teaching-learning method is to motivate students for self-directed learning and provides an opportunity for students to read/view course-related material at their own pace and on their own time before the actual class. Change in T-L method in medical biochemistry is extremely important since 1st Professional MBBS students considered it as tiresome and boring subject and give it least priority in all the subjects of 1st Professional MBBS course. Aim and Objectives: The main objective of this study is to introduce “Flipped Classroom” as an innovative teaching-learning method in medical biochemistry. Materials and Methods: For this study, 76 students were in-rolled and randomly divided them into two equal groups. Two topics from the medical biochemistry were selected, each group given an equal chance to learn by each method, at the end of teaching-learning the MCQ test was conducted and feedback from the student was collected. Results: In topics, the group learned the topic by flipped classroom scored more marks than the other group. The mean score of students, after the didactic lecture and flipped-classroom irrespective of the topic, were 4.43 and 5.39 marks, respectively (P < 0.001). Conclusion: The flipped-classroom method was found useful to improve the score of the 1st Professional MBBS students in medical biochemistry subject and facilitate them to understand the topic more clearly than the didactic lecture.

A Survey on the Effectiveness of Innovative Teaching-Learning Methods Adopted by Academicians

A Survey on the Effectiveness of Innovative Teaching-Learning Methods Adopted by Academicians

Efficacy of Case-Based Learning in Anatomy.

IntroductionIn the present Competency-Based Medical Education (CBME), learning is more student-centered where the students take the responsibility for their learning. Anatomy is an important basic science that lays the foundation for clinical courses in the Bachelor of Medicine and Bachelor of Surgery (MBBS) curriculum. To make it interesting and clinically useful, several innovative teaching-learning methods like case-based learning (CBL) and problem-based learning (PBL) are introduced. The present study was taken up to know the effectiveness of CBL as a teaching-learning method in Anatomy in improving the knowledge and retention of acquired knowledge.Material and MethodsThis was an interventional cross-over study carried out at NRI Medical College and General Hospital, Guntur, Andhra Pradesh. Two hundred students studying in first-year MBBS were included in the study and divided into two batches. The batches - A and B - were exposed to CBL and didactic lecture, respectively, in the first month for Topic I, and then cross-over was done in the second month for Topic II. The knowledge of the students before and after the sessions was assessed by pre-session and post-session multiple-choice question (MCQ) tests. Knowledge retention was assessed by another MCQ test conducted four weeks after the post-session test.ResultsThe average difference of the scores between pre-session and post-session tests in the CBL group for Topics I and II (4.01±1.17 and 3.8±1.6) are significantly more compared to the didactic lecture method (3.3±1.3 and 1.9±1.2). The average difference of the scores between the post-session tests and retention-tests in the CBL group (0.122±1.05 and 0.18±1.04) were further compared to the lecture method (0.016±0.95 and 0.09±0.8) for Topics I and II, respectively. There was a significant increase in the proportion of students with scores above 50% in the post-session test and retention test in the CBL group compared to the didactic lecture group.ConclusionResults from the pre-session tests, post-session tests, and retention tests for both the topics indicate that CBL as a teaching-learning method in Anatomy is a more effective method for improving and retention of knowledge.

Hybrid problem based learning: An innovative teaching learning method – Reflective experience

The concept of Problem-based Learning (PBL) was first introduced at McMaster University in the late 1960s and was subsequently accepted widely by the medical schools throughout the world. hPBL has been intuitively viewed by many as a cocktail curriculum of McMaster style of small group discussion PBL (generally referred to as “pure PBL”) with the blending of variable amounts of traditional lectures, practical sessions and case-studies. Objectives: The study was done as an introduction of innovative teaching learning method and its learning experiences by students and faculty involved. The innovative teaching learning method was adapted during the year July – October - 2019 when the students were posted in the department of community medicine for four weeks. The TL methods included were blended lectures; case scenarios (clinico social case pertaining to community medicine subject), pre test and post test MCQs, case presentation and in small group discussion were done. The experiences were obtained as the reflective writing from the students and the faculty involved in implementation of h-PBL. Majority of the students expressed that the learning was useful, interactive, thought provoking, interesting and the group discussion paved the way for communication skill development among the peers. The students said that the learning happened actively and scope for self directed learning was also incorporated in the implementation of h-PBL. Faculties involved were very enthusiastic especially during the group discussions, because the sociogram was excellently represented that almost all the students took part in the discussion. The h-PBL can be a part of the regular curriculum during the clinical postings which can include case based learning with blended lectures.

REFLECTIONS REGARDING ANATOMY TEACHING WITH THE USE OF DIGITAL TOOLS

On March 11, 2020, the World Health Organization - WHO declared COVID-19 as a pandemic. To maintain interaction and ensure that students access quality content, teachers have started to use digital platforms. The purpose of this work is to report on the experience provided by the III Workshop of Maranhense Anatomical Techniques. The Center for Advanced Morphophysiological Studies - NEMO of the State University of the Tocantina Region of Maranhão - UEMASUL and State University of Maranhão - UEMA, held the workshop associated with the discipline of Anatomical Techniques of the Postgraduate Course in Animal Science, being one international online event through the YouTube platform. The way of teaching animal and human anatomy has evolved towards active methodologies, to accompany the didactic-pedagogical evolution with the advances in digital technology. Anatomy teachers feel the need to redefine the objectives of this discipline. The professors showed mastery over the lectures and the use of the platform used to broadcast the event, managing to talk about Animal and Human Anatomy in a completely different way, combining theory with practice. Under these circumstances, an innovative teaching-learning method, supported by the internet, has been serving an unlimited number of students interested in short courses. Keywords: Anatomical techniques. Continuing Education. Web conference.

Descriptive Analysis of the Psychometric Properties of Extended Matching Questions Conducted Among Anaesthesia Residents

Background: Clinical reasoning is one of the core features of clinical competency. Training and assessing clinical reasoning is vital in post-graduate training. Extended matching questions(EMQs) are effective in assessing problem-solving and clinical reasoning abilities, but not commonly used in Postgraduate training. Covid-19 pandemic, which prevented both patient encounter and regular academic activities, warranted the introduction of innovative Teaching-Learning methods to sustain clinical reasoning skills. Hence, we aimed to introduce EMQs in formative assessment among anaesthesia residents and analyzed its psychometric properties. Methods: The study was conducted at the Department of Anaesthesiology, MGMCRI, Pondicherry. Four modules of EMQs as part of a formative assessment was conducted among residents (n=20). A total of 40 clinical vignettes and 60 options were administered. Post-validation of the EMQs was done by item analysis. Test reliability was estimated by the Kuder-Richardson 20 formula. Difficulty index(DIF-I), discrimination index(DIS-I), and distractor functionality were analysed. Results: The KR-20 reliability coefficient was 0.72. The mean DIF-I was 0.43±0.17, where 72.5%(29) were in the acceptable range, 20%(8) difficult, and 7.5%(3) easy. The mean DIS-I was 0.28±0.24, where 40%(16) had acceptable, 27.5%(11) excellent, and 20% had poor discrimination. Ninety percent of distractors were functional. The DIS-I exhibited a positive correlation with DIF-I (r= 0.2155, P=0.0185). Conclusions: The results of the present study indicates that EMQs have acceptable test reliability. The majority of the items (80%) followed the principles of MCQs. We conclude that EMQs can be effectively used as part of the postgraduate assessment to test higher-order knowledge and clinical competency.

Community medicine in homoeopathy - way forward to reform and institute

Our current undergraduate Homoeopathic course have to prepare the students adequately for their role in society, profession and health system. We have to make community Medicine interesting and acceptable, and it is the time to reform and innovate. Medical profession being service oriented, “learning by serving” should be at the centre of teaching strategies. In this era of evidence based medicine, innovative teaching learning methods coupled with appropriate mentoring are required to make the undergraduate Homoeopathic medical students interested in the speciality of Community Medicine. Teaching research methodology by involving them in small, feasible, sustainable, and replicable studies on a topic of interest clearly showed renewed interest among students toward the subject. For this we need to start Post Graduate course in Homoeopathy to strengthen teaching of macro-level subjects in Community Medicine.

Is peer-assisted learning a more acceptable and innovative modality to teach clinical skills among learners? - An interventional study

Background: Studies on medical education suggest that peer-assisted learning (PAL) could be an acceptable and beneficial educational strategy to organize the programs by which students can tutor or teach their peers. We aim to compare PAL with trained faculty and also to find out the acceptance of PAL among the 1st year medical students in the department of physiology. Aim and Objectives: This study aims (1) to assess the acceptance of this relatively new innovative teaching-learning method among medical students and (2) to compare the effectiveness of teaching clinical skill delivered by peers versus trained faculty. Materials and Methods: This interventional medical education research study was conducted after ethical clearance from the Institutional Ethical Committee, on teaching clinical skills of blood pressure and pulse measurement on the 1st year MBBS students in the department of physiology. Students were divided into two groups and taught by peer who were trained prior and trained faculty members using a checklist. The objective structured practical examination scores of both groups were compared using paired t-test. Qualitative analysis of acceptance of PAL was done using a closed-ended questionnaire. Results: The scores of both the groups were adequately comparable with P > 0.0001. Qualitative analysis using questionnaire reflected that PAL was an overwhelmingly acceptable innovative teaching modality. Conclusion: These findings support the notion that PAL is more acceptable and equally effective on student’s learning and retention. PAL is an effective mean to encourage students and improve their knowledge and performance in basic sciences.

Innovative Teaching Learning Methods for Health Professional Educators – Experiences Shared by Participants during an Online Learning Forum

Background: There is a need to introduce self-styled innovative teaching learning (TL) methods to make class room or bed side teaching more interesting for medical graduates. Methods: This research work show cases the experience shared by 26 FAIMER fellows who participated in a Mentor-Learner (ML) web discussion on self-styled innovative TL methods. Selfstyled TL methods conducted earlier either in large or small group setting were shared by the participants. Results: Self-styled T-L methods in the large group settings involved group activities and usage of different teaching modalities. It improved the attention span of students. Self-styled T-L methods implemented in the small group settings improved group discussion. Students felt benefitted by learning from one another. These sessions helped in better retention of facts and the setting favoured easier clarification of doubts from the facilitators. Assessment methods were used more in small compared to large group settings. Challenges involved during preparatory stage and inability to bring about universal student participation during implementation stage of various suggested methods were experienced by most facilitators in both types of setting. Majority of the methods could not touch beyond the “Cognition” component of the Miller’s Pyramid of Assessment. Conclusion: Effective implementation of self-styled methods require good pre-planning and a wellsupported feedback/evaluation process during the post implementation phase. It is also recommended to introduce innovative TL methods which strengthens the “Behaviour” component of the Miller’s Pyramid of Assessment at various teaching institutions.