Student Knowledge Gain Research Articles

Measuring the Impact of Augmented Reality in Flipped Learning Mode on Critical Thinking, Learning Motivation, and Knowledge of Engineering Students.

Digital electronics is a fundamental subject for engineering students, and it enables the students to learn design-based approaches and solve complex engineering problems. Students learn about minimization techniques for reducing the hardware components and size of the circuit by solving complex Boolean equations. The Karnaugh map (K-map) is one such technique utilized in digital electronics to solve complex Boolean equations and design AND-OR-INVERT (AOI) logical diagrams. The K-map technique involves several steps to solve the Boolean expression, and students often find it difficult to follow the K-map process. In this study, an AR-based learning system was developed using Unity 3D and Vuforia SDK that aimed to teach the students about the step-wise operation of the K-map technique. An experimental study was conducted with 128 undergraduate engineering students to determine the impact of the AR learning system on the critical thinking skills, learning motivation, and knowledge gain of students. The students were divided into two groups: experimental group (N = 64) and control group (N = 64). The AR learning system was implemented in flipped learning mode and utilized to provide in-class activities during the learning. The experimental group students utilized the AR learning system for in-class activities whereas control group students performed in-class activities using the traditional approach. The experimental outcomes indicate that the use of AR technology has a significant positive impact on the critical thinking skills, learning motivation, and knowledge gain of students. The study also found that critical thinking skills and learning motivation have a significant positive correlation with the knowledge gain of students in the experimental group.

Online or on-campus? Analysing the effects of financial education on student knowledge gain

This paper describes the results of an experiment conducted in a technical university in Italy in 2019, involving the implementation and evaluation of an innovative short course on financial education. The programme applied a novel approach based on online learning and its effectiveness is compared against the effects of a traditional on-campus lecture, within an experimental setting. The findings indicate that the programme is effective: one week after taking the course, the students improved their pre-course test scores by about 4 points out of 10. No statistically significant difference in gains is found between students assigned to the online vs the on-campus mode of learning, suggesting a potential positive role of digital learning in this specific setting. An exploratory analysis of factors associated with the outcome reveal that the course has been particularly beneficial for those students initially less interested in finance.

Recalling Responses: A RCT on Police Learning and Knowledge Retention

Abstract Public and policy demands to address police training are prominent in modern policing. While existing research has highlighted the gaps of inclusive topics and content dosage to meet reasonable expectations of knowledge or competency, there is a significant gap in policing research on evidence-based training methods. Specifically, the evaluation of police recruit training methods and the impact to student knowledge gain, retention, and application of concepts. This study is designed as two, randomized controlled trials (RCTs) of 152 police recruit participants. These participants are divided into control and treatment groups for in-person and online instructional methods and again into subgroups for traditional and integrated learning. These four groups are defined as: Group 1: In-Person Traditional; Group 2: Online Traditional; Group 3: In-Person Integrated; and Group 4: Online-Integrated. For all participants, four tests were administered to measure changes in knowledge gain and retention. Panel data within a weighted stratification model evaluated changes within groups and differences among groups. Integrated learning groups performed best overall for knowledge gain and longer retention of content. In-person Integrated (Group 3) had highest scoring for immediate knowledge gain and continued retention throughout the experiment. Knowledge retention decreased immediately for in-person traditional (Group 1) participants. These findings have direct impacts to the current practices of traditional police training during basic academies. Furthermore, additional details on student engagement during the experiment indicate additional expectations of recruit learners. Outcomes from this RCT inform practitioners how to deliver critical topics (e.g., communication skills) and measure officer knowledge and retention. The outcomes inform agencies on training development practices for future in-service and/or field training programming that reinforces concepts and critical skills.

Can Synchronous Online Near-Peer Teaching Offer the Same Benefits as the Face-to-Face Version When Used in Clinical Neuroanatomy Education?

COVID-19 sparked massive educational change and dictated that traditional courses rapidly transitioned online. This presented a unique challenge for anatomy, a visually orientated subject that has conventionally relied heavily on face-to-face teaching. Near-peer teaching (NPT) is one method with the potential to address this challenge. When given more responsibility, student-teachers are more likely to deliver effective teaching sessions and include the most appropriate resources for the learners. Current literature surrounding the use of NPT in both frontline and supplementary settings have already demonstrated its potential, however, its efficacy in an online environment is still largely unknown. The Faculty of Medicine at the University of Southampton has a well-established NPT programme as part of its 5year undergraduate course (BM5). A quasi-experimental cohort study was conducted to determine whether the benefits associated with NPT are preserved when delivered online. Two cohorts of second year BM5 students received cranial nerve NPT as part of their formal clinical neuroanatomy module, one face to face (N=150) and the other online (N=168). Knowledge tests were undertaken by participants to assess knowledge gain and retention, and an established Likert style survey instrument was administered to assess student perceptions. Both online and face-to-face NPT sessions resulted in significant increases in student knowledge gain (p<0.0001), yet the difference between the two was insignificant (p=0.2432). Subsequent knowledge retention tests were also shown to be similar (p=0.7732). Students perceived both methods of NPT delivery positively but found online NPT less enjoyable (p<0.0001) and considered it to be a more inefficient use of time (p=0.0035). This research suggests that online NPT can be deployed without a detrimental risk to learning when compared to traditional NPT applications in pre-clinical neuroanatomy teaching.

Effects of COVID-19 Pandemic on Progress Test Performance in German-Speaking Countries

Background. The COVID-19 pandemic has been the source of many challenges for medical students worldwide. The authors examined short-term effects on the knowledge gain of medical students in German-speaking countries. Methods. The development of the knowledge gain of medical students during the pandemic was measured by comparing the outcomes of shared questions within Berlin Progress Test (PT) pairs. The PT is a formative test of 200 multiple choice questions at the graduate level, which provides feedback to students on knowledge and knowledge gain during their course of study. It is provided to about 11,000 students in Germany and Austria around the beginning of each semester. We analyzed three successive test pairs: PT36-PT41 (both conducted before the pandemic), PT37-PT42 (PT37 took place before the pandemic; PT42 was conducted from April 2020 onwards), and PT38-PT43 (PT38 was administered before the pandemic; PT43 started in November 2020). The authors used mixed-effect regression models and compared the absolute variations in the percentage of correct answers per subject. Results. The most recent test of each PT pair showed a higher mean score compared to the previous test in the same pair (PT36-PT41 : 2.53 (95% CI: 1.31–3.75), PT37-PT42 : 3.72 (2.57–4.88), and PT38-PT43 : 5.66 (4.63–6.69)). Analogously, an increase in the share of correct answers was observed for most medical disciplines, with Epidemiology showing the most remarkable upsurge. Conclusions. Overall, PT performance improved during the pandemic, which we take as an indication that the sudden shift to online learning did not have a negative effect on the knowledge gain of students. We consider that these results may be helpful in advancing innovative approaches to medical education.

An Innovative Multi-Layer Gamification Framework for Improved STEM Learning Experience

Lately, gamification (i.e., employing game-design elements and game principles in non-game contexts) has gained massive popularity and widespread usage in various areas, including education. However, gamification deployment in education in general and remote education in particular still faces many challenges that mainly influence user quality of experience. These challenges include lack of dedicated communication-based systems, potential additional load on teachers, absence of customization and personalization for users, and no support for advanced technology-enhanced learning (TEL). This paper investigates the use of gamification for networked delivery of science, technology, engineering and mathematics (STEM) subjects. It proposes an innovative gamification framework, the NEWTON-enhanced gamification model (N-EGM), which was designed as part of the European Horizon 2020 project NEWTON. The paper also describes the proposed N-EGM model deployment in the gamification engine of a real learning management system and its associated communication and networking solution. The communication support provides easy-to-use gamification configuration functionality and efficient data collection and processing in a heterogeneous technology context. Finally, the paper evaluates the proposed N-EGM model as part of a NEWTON project pilot deployed in a Romanian school. The results demonstrate the effectiveness of the proposed gamification solution in improving both students&#x2019; learning experience and their engagement, while also increasing student knowledge gain.

Move The Object or Move The User: The Role of Interaction Techniques on Embodied Learning in VR

To incorporate immersive technologies as part of the educational curriculum, this article is an endeavor to investigate the role of two affordances that are crucial in designing embodied interactive virtual learning environments (VLEs) to enhance students’ learning experience and performance: 1) the sense of presence as a subjective affordance of the VR system, and 2) bodily engagement as an embodied affordance and the associated sense of agency that is created through interaction techniques with three-dimensional learning objects. To investigate the impact of different design choices for interaction, and how they would affect the associated sense of agency, learning experience and performance, we designed two VLEs in the context of penetrative thinking in a critical 3D task in geosciences education: understanding the cross-sections of earthquakes’ depth and geometry in subduction zones around the world. Both VLEs were web-based desktop VR applications containing 3D data that participants ran remotely on their own computers using a normal screen. In the drag and scroll condition, we facilitated bodily engagement with the 3D data through object manipulation, object manipulation. In the first-person condition, we provided the ability for the user to move in space. In other words, we compared moving the objects or moving the user in space as the interaction modalities. We found that students had a better learning experience in the drag and scroll condition, but we could not find a significant difference in the sense of presence between the two conditions. Regarding learning performance, we found a positive correlation between the sense of agency and knowledge gain in both conditions. In terms of students with low prior knowledge of the field, exposure to the VR experience in both conditions significantly improved their knowledge gain. In the matter of individual differences, we investigated the knowledge gain of students with a low penetrative thinking ability. We found that they benefited from the type of bodily engagement in the first-person condition and had a significantly higher knowledge gain than the other condition. Our results encourage in-depth studies of embodied learning in VR to design more effective embodied virtual learning environments.

Effect of Two Teaching Methods on Sexual Health Knowledge of In-School Adolescents in Enugu State, Nigeria

This quasi experimental study was designed to determine the effect of lecture and Socratic questioning teaching methods on mean sexual health knowledge gain of in-school adolescents in Enugu State, Nigeria. A sample of 310 senior secondary-two students in eight intact classes were drawn from 16,510 senior in-school adolescents using multi-stage sampling. Sexual health knowledge test comprising 50 items was used to test students’ knowledge of sexual health. Student t-test and ANOVA were used to test the hypotheses at α=0.05. There was significant difference in the mean sexual health knowledge gain scores of students taught with lecture and Socratic questioning methods (lecture x̄=9.25 &gt; Socratic questioning x̄=7.25; p&lt;0.01). There was statistically significant difference in the mean sexual health knowledge gain of students in urban and rural schools (P&lt;0.001). Students in rural areas taught with lecture method had higher mean sexual health knowledge gain score (x̄=11.75) than those in the urban areas (x̄ = 7.50). Urban subjects taught with Socratic questioning had slightly higher mean sexual health knowledge gain score of x̄=7.26 compared to their rural counterparts that scored x̄=7.25. Lecture remains effective teaching method for improving sexual health knowledge of students. Health educators should use lecture methods for adolescents’ health instructions.

Intimate Partner Violence Standardized Patient Simulation for Nurse Practitioner Students.

Intimate partner violence (IPV) is a serious public health threat in the United States, affecting millions of individuals and families. The American Association of Colleges of Nursing recommends that nursing programs, both baccalaureate and graduate, provide students didactic training and clinical experience in the assessment and management of IPV. Our goal was to expose Psychiatric Mental Health Nurse Practitioner (PMHNP) students and Family Nurse Practitioner (FNP) students to a simulated IPV scenario so they are prepared to respond appropriately to a survivor's disclosure of IPV when they begin clinical practice. We integrated a patient simulation scenario into our PMHNP and FNP curriculum. A combined group of PMHNP and FNP students participated in a simulation in which the standardized patient provided an unlikely explanation for her injuries. If students inquired about abuse, the patient revealed that she had experienced IPV. A pre- and posttest survey was used to evaluate student knowledge gain before and after the participating in the scenario. A Related Samples Wilcoxon Signed Rank Test was used to evaluate the results. Compared with pretest scores, students demonstrated improved confidence in screening for IPV as well as responding to a disclosure of IPV. Simulation provides a method to enhance student knowledge of incidence, risk, and best practices in relation to the screening, assessment and management of IPV.

Clay-Based Modeling in the Anatomist's Toolkit: A Systematic Review.

Anatomical education has suffered from reduced teaching time and poor availability of staff and resources over the past thirty years. Clay-based modeling (CBM) is an alternative technique for teaching anatomy that can improve student knowledge and experience. This systematic review aimed to summarize and appraise the quality of the literature describing the uses, advantages, and limitations of CBM compared to alternative methods of teaching human gross anatomy to students or qualified healthcare professionals. A systematic search of Embase, MEDLINE, Scopus, and Web of Science databases was conducted, and the Medical Education Research Quality Instrument (MERSQI) was used to assess study quality. Out of the 829 studies identified, 12 papers met the inclusion criteria and were eligible for this review. The studies were of high quality, with a mean MERSQI score of 11.50/18. Clay-based modeling can be used to teach all gross anatomical regions, and 11 studies demonstrated a significant improvement in short-term knowledge gain in students who used CBM in comparison to other methods of learning anatomy. Eight studies that included subjective assessment showed that CBM is rated highly. However, some studies showed that students viewed CBM as juvenile and experienced difficulty making the models. Additionally, there is no evidence to suggest that CBM improves long-term knowledge. Clay-based modeling is an effective learning method for human gross anatomy and should be incorporated into the anatomists' toolkit. In the future, more randomized controlled studies with transparent study designs investigating the long-term impact of CBM are needed.

Student Knowledge Gain Following the Second Step Child Protection Unit: the Influence of Treatment Integrity.

Treatment integrity is an important yet understudied component of school-based prevention programming, particularly for sensitive topics such as child sexual abuse prevention (CSA). This study examined student- and teacher-level characteristics, including components of treatment integrity, that contributed to greater knowledge gain among students participating in the Second Step Child Protection Unit (CPU). The study was conducted with 1132 students and 57 teachers from four elementary schools enrolled in a randomized controlled trial of the CPU. Students were administered assessments at pre-test, post-test, 6-month follow-up, and 12-month follow-up. Teachers were observed and rated on Content Integrity (CI; adherence to content), Process Integrity (PI; teacher enthusiasm, encouragement, behavior management), and Dose Received (DR; student behavior and interest) when delivering the lessons. Hierarchical linear growth modeling indicated that students who received the CPU made gains in the knowledge of CSA concepts and skills over a 12-month follow-up period. Girls had significantly greater CSA knowledge than boys immediately after the intervention, with gender remaining significant even when accounting for level-3 variables. Older children had better knowledge scores at post-test, but growth over time results revealed that younger students made greater gains. For students in 2nd through 4th grade, CI was more important for post-test outcomes, while for all students, CI and grade taught were important to post-test scores. Teachers of lower grades had students with a faster growth rate on correct responses to vignettes. Implications for CSA prevention programming and future research are discussed.

Assess the Effectiveness of Computer Assisted Teaching (CAT) on Knowledge gain about GCS with Coma Patient among B.Sc. Nursing 3rd YearStudents of Selected Nursing Colleges at Bhopal, Madhya Pradesh, India

The present study was conducted to assess the effect of computer assisted teaching on knowledge gain of students on GCS with Coma patient. An experimental design was chosen with pre-test and post-test of experimental and control group. The sample size was 60 B.Sc. Nursing 3rd Year students divided into two groups as 30 in experimental and 30 in control group. The tools used for conducting the study included demographic data, self-structured questionnaire to assess knowledge of experimental and control group. The experimental group was given computer assisted teaching as an intervention and the control group was used for comparison only without interventions. The data were analyzed with statistics and unpaired t-test was done. The study clearly shows that there was a significant gain in knowledge of students in experimental group with computer assisted teaching which emphasizes that GCS is helpful to assess the level of consciousness. Therefore, the students can be benefited with computer assisted teaching to improve knowledge on GCS and they can practice these interventions in clinical area in future. It is a true experimental study with 30 samples each in control and experimental group of BSc nursing third year student to assess the effect of computer assisted teaching on knowledge gain of the students regarding glass coma scale. The study group showed rise in knowledge score with CAT where as the control group did not demonstrate increase in post test knowledge score as this was not exposed to the intervention. Therefore computer assisted teaching helps in imparting knowledge subject and improving the score. The Purpose of the research was to improve knowledge on GCS so that student can assess the condition of unconscious patient and it will help in improving in nursing care and also they can assess the prognosis of the condition of the patient and planning nursing care accordingly.

Assess the Effectiveness of Computer Assisted Teaching (CAT) on Knowledge gain about Neonatal Resuscitation among B.Sc. Nursing 3rd Year Students of Selected Nursing Colleges at Bhopal, Madhya Pradesh, India

The present study was conducted to assess the effect of computer assisted teaching on knowledge gain of students on Neonatal Resuscitation. An experimental design was chosen with pre-test and post-test of experimental and control group. The sample size was 60 B.Sc. Nursing 3rd Year students divided into two groups as 30 in experimental and 30 in control group. The tools used for conducting the study included demographic data, self-structured questionnaire to assess knowledge of experimental and control group. The experimental group was given computer assisted teaching as an intervention and the control group was used for comparison only without interventions. The data were analyzed with statistics and unpaired t-test was done. The study clearly shows that there was a significant gain in knowledge of students in experimental group with computer assisted teaching which emphasizes that neonatal resuscitation. Therefore, the students can be benefited with computer assisted teaching to improve knowledge on neonatal resuscitation and they can practice these interventions in clinical area in future. It is a true experimental study with 30 samples each in control and experimental group of BSc nursing third year student to assess the effect of computer assisted teaching on knowledge gain of the students regarding Neonatal Resuscitation. The study group showed rise in knowledge score with CAT where as the control group did not demonstrate increase in post-test knowledge score as this was not exposed to the intervention. Therefore computer assisted teaching helps in imparting knowledge subject and improving the score. The Purpose of the research was to improve knowledge on Neonatal Resuscitation so that student can assess the condition of neonates and it will help in improving in nursing care and also they can assess the prognosis of the condition of the patient and planning nursing care accordingly.

Effect of Computer-Assisted Instructions on the Students about Rocking In the Chair during First Stage of Labour

Upright positions allow gravity to increase the intensity of the contractions during labour naturally, while minimizing the discomfort felt. Upright positions include standing, walking, rocking, sitting on a bed and chair, leaning against a wall, dangling in someone’s arms, leaning over the back of a chair. The present study was conducted to assess the effect of computer assisted Instructions on knowledge gain of students on non-pharmacological interventions during first stage of labour. An experimental design was chosen with pre-test and post-test of experimental and control group. The sample size was 60 B.Sc Nursing IV Year students divided into two groups as 30 in experimental and 30 in control group. The tools used for conducting the study included demographic data, self structured questionnaire to assess knowledge of experimental and control group. The experimental group was given computer assisted Instructions as an intervention and the control group was used for comparison only without interventions. The data were analyzed with statistics and unpaired t-test was done. The study clearly shows that there was a significant gain in knowledge of students in experimental group with computer assisted Instructions on non-pharmacological interventions during first stage of labour which is safe and improves maternal and fetal outcome. Therefore the patients can be benefited with improved knowledge and practices of midwives on non-pharmacological interventions. In this study rocking as an intervention in a rocking chair during first stage of labour from 3 cms dilatation to 6 cms dilatation was taught to the students with an aim and to promote it in to practice in clinical area in future.

Promoting Students’ Motivation and Use of SRL Strategies in the Web-Based Mathematics Learning Environment

Compared with classroom learning, online learning requires students to self-regulate their learning processes and to maintain their motivation to achieve their learning goals. This study investigated whether the interventions based on the Attention, Relevance, Confidence, and Satisfaction model and the modified Introducing the new concepts, Metacognitive questioning, Practicing, Reviewing and reducing difficulties, Obtaining mastery, Verification, and Enrichment method can promote students’ motivation and use of self-regulated learning (SRL) strategies in a web-based mathematics learning environment. Two-hundred thirty-six Chinese high school students were randomly divided into four groups: motivational design group, SRL intervention group, motivational design and SRL intervention group, and the control group. Questionnaires and tests were administered to measure the changes in motivation, use of SRL strategies, and academic gains before and after the respective interventions. Findings of this study suggest that the knowledge gain of students learning mathematics online can be maximized when they receive instructional assistance in both motivation and use of SRL strategies.

Efficacy Investigation of Virtual Reality Teaching Module in Manufacturing System Design Course

Manufacturing system design is a complex engineering field that requires cooperated and aggregated multiple-disciplinary theoretical and practical support. Thereby, the concepts and topics in manufacturing system design courses are not easy to grasp by students. Advances in virtual reality (VR) technology present a new opportunity that can provide the implementation of complex engineering theory from industrial real-life practice in a virtual 3D model. The authors developed a unique queuing theory VR teaching module that can be used in a manufacturing system design course. The module uses Oculus Rift headset, Oculus Touch, and unity 3D software package. The efficacy of this VR teaching module is measured through simulation sickness, system usability, and user experience tools. The statistical analysis shows that VR teaching module is a user-friendly and efficient tool for delivering queueing theory. Approximately 91.7% of the participants experienced below moderate level simulation sickness and none of them withdrew from the study; 91.67% had “above average” satisfaction in terms of system usability. The average user experience was found to be 3.625 out 6. The results also show that the system usability has impact on students' knowledge gain but not motivation, while user experience can affect student's knowledge gain and motivation. VR teaching module outperforms the traditional teaching module in terms of knowledge gain and motivation. Overall, the findings of the study confirm the efficacy of VR technology in teaching queuing theory.

Effect of Teaching Modules in Knowledge Gain of Students

Effect of Teaching Modules in Knowledge Gain of Students

Navigating the Health Care System: An Adolescent Health Literacy Unit for High Schools

Currently, no intervention concerning transition of health care responsibilities from parents to teens exists for adolescents in the general population. The purpose of this intervention was to evaluate teacher satisfaction and student knowledge gain of a health unit developed for adolescents on becoming their own health care advocates. Throughout the 2014-2015 school year, 13 health and career technical education teachers in 11 Delaware high schools taught the unit to 948 students in 2 90-minute classes in 35 classrooms. Assessments included teacher reflections and student pre- and posttests to measure knowledge transfer and gain and gather feedback. Teacher and student feedback indicated the materials were appropriate and useful in teaching students to navigate the health care system. Student knowledge increased from pretest (64%) to posttest (82%), (p < .001). The educational background of the teacher did not influence this outcome. Students reported they will know what to do better at their next doctor's appointment because of this unit and indicated support for peers to learn this information. The unit resulted in content knowledge increase for students. It was consistently effective throughout all schools regardless of social and demographic characteristics, teacher type, or experience teaching the unit.

Lecture Based Versus peer Assisted Learning: Quasi-Experimental Study to Compare Knowledge Gain of Forth Year Medical Students in Community Health and Nutrition Course

Background: The present study was designed to compare the knowledge gain of students in lectures and peer assisted learning (PAL) via end of course test scores. The purpose of this comparison was to assess the ability of PAL in enhancing academic achievement and to consider its addition within the traditional medical syllabus. Methods: A randomized control trial (RCT) was conducted at Department of Community Medicine, Lahore Medical and Dental College in 2014. Convenience sampling was used and out of 125 fourth year MBBS students, those who agreed to take part in the study (N = 99),were randomly allocated to PAL (n = 49) and lecture (n = 50) groups. Community Health& Nutrition was the course chosen for the study. Both lecture and the PAL sessions were conducted simultaneously and the duration and content covered in each session were the same for both groups. Knowledge gained was assessed through a pre- and post-test. Chi-square test, independent t test, paired t test and analysis of co variance (ANCOVA) were used for data analysis. Results: The study participants demonstrated a significant difference in the pre-test and post-tests cores in both the study groups (P ≤ 0.001). However, no statistically significant difference was found in the post-test scores between the Lecture and PAL groups, F (1, 95) = 0.584, P = 0.447.Gender and high school qualifications had no bearing on test scores in both learning groups. Conclusion: The present study concludes that in terms of academic achievements, PAL was equally effective to lectures. Therefore, PAL can be incorporated as a supplement to lectures in medical school curricula.

An Appraisal of Integrated Student Seminar as a Teaching Learning Tool

Background: Integrated student seminars, student-centric teaching tools though conducted frequently, have not been scientifically evaluated for their effectiveness. This study was planned to obtain feedback from students and faculty regarding its effectiveness and assess the knowledge gain in students. Methods: A total of 5–6 students of MBBS II profession presented seminar, whose preparation was guided by the faculty. Before the seminar, a prevalidated multiple choice questionnaire (MCQ) test was administered to all the students of MBBS II profession and the same test was administered at the end of the seminar (post-test 1) and after 1 month (post-test 2). At the end of seminar, feedback was taken from students and faculty on a prevalidated questionnaire regarding the effectiveness of integrated student seminar as a teaching learning tool. Results: A total of 58% students and 65% faculty perceived this method of learning as good and 30% students and 30% faculty considered it satisfactory. Students gave feedback that it improved presentation and communication skills (91%), created more interest (81%), better understanding of topic (75%), stimulated to carry out literature search (61%), and better memory retention (43%). A statistically significant improvement in MCQ test mean score was observed (preseminar test was 10.7±2.96., postseminar test 1 was 13.6±2.42, and postseminar test 2 was 12.9±2.85). Conclusion: Reformation in teaching and learning modes is the present day need; integrated student seminar is an effective learning method.