Teaching-learning Methods Research Articles

Vertical Integration of Teaching–Learning Methods for Clinical Tests of Hearing with the Physiology of Hearing: A Proposed Curriculum Improvisation Model for Undergraduate Medical Students

Introduction: Early clinical exposure (ECE) is a tried and tested attempt in teaching-learning methods (TLMs) to achieve the goal of integrating basic sciences with clinical methods and helps in creating competent clinicians for health-care delivery system. Vertical integration of basic sciences with clinical subjects, which improves problem-based learning, has met with considerable success. However, there is no ECE module for otology in the 1st-year physiology curriculum at present. Clinical skills training in otology is conventionally imparted only during the initial phase of final MBBS. Hence, there is a large time gap between learning the physiology of hearing and the actual implementation of that knowledge during learning clinical of assessment of hearing. The present study tested vertical integration of knowledge of physiology of hearing with clinical knowledge of assessment of hearing with the intention to achieve certain expected outcomes like better clinical skills in students, faculty development, overall improvement in the quality of management of patients with hearing loss, and the long-term and far-reaching positive impact on the community as a whole. Materials and Methods: 150 undergraduate 3rd year students of a medical college participated in the study. They were divided into two groups of 75 each. Pilot tested validated pretest questionnaires were offered to both the groups before intervening with the TLM. Group “A” was exposed to the vertical integration module, while Group “B” served as a control. Thereafter, Group “A” and “B” were further subdivided into five smaller groups each and a 60-min tutorial on tests of hearing was conducted for each of the small groups. Pilot tested validated posttest questionnaires were then offered to both the groups. Finally, feedback on the intervention was obtained through a pilot tested validated feedback form based on a five-point Likert scale from all participants. Results: The results showed that vertical integration promotes interaction among faculty from different departments and improves decision making abilities when designing and implementing appropriate TLM. It also improves learning outcomes among students by identifying the exact need for curriculum development and designing and testing an appropriate module for a particular task at hand. Conclusion: Competency-based medical education is the need of the hour and ECE is the most important step toward this. Appropriate vertical integration of various topics across all subjects is a long drawn out and time consuming task. However, by consistent inter-departmental faculty interaction and enthusiastic approach toward curriculum designing and development, the overall goal of training a medical graduate for transiting into an asset to the society seems achievable.

Online better for revision and offline better for motivation? - perspectives of online learning in undergraduate medical students in India

Background: The COVID-19 pandemic forced many institutions to unexpectedly adopt online learning methods to teach their students. As students’ perspectives are vital to be understood to determine whether any teaching learning method is optimum for implementation, we conducted a questionnaire-based study of students of a medical college. Aims and Objectives: The objective of this research study was to gain a better understanding of problems concerned with online learning methods. Materials and Methods: Undergraduate 1st year medical students of four different medical colleges of India were the participants. After ethical committee permission, responses were invited for a Google form’s questionnaire. Students were asked in detail about their choices. Results: Most students preferred the offline mode of study over the online mode. Majority of students preferred to keep their own camera off during online lectures. Biochemistry subject was considered comparatively easier and Anatomy was considered difficult to learn in online mode compared to offline mode. Few students felt comfortable with online learning of more than 5 h daily. Concentration in classes was difficult, deemed more difficult for online classes and majority of students felt a lack of motivation in online learning. Conclusions: Institutes using the online mode of learning need to address student’s problems before they mandate certain rules like keeping students’ videos on. Lack of motivation and screen fatigue are common problems among students which needs to be addressed by counseling or mentoring if necessary. Subject specific preferences of students need to be taken care of.

A Qualitative Study on Factors Associated with Low Academic Performance among Medical Students

Introduction: To ensure optimal quality of health care for the community, it is important to produce an efficientprimary care provider. In order to attain this quality we must ensure that all students achieve the requiredstandards. In spite of pre-set prescribed standards, the academic performance varies among medical students.Objectives: 1. Describe the factors affecting the learning of medical students. 2. Explore the possible solutions toimprove their academic performance.Materials and Methods: A total of 18 students and 12 faculties participated in the study. Among them, five FocusGroup Discussions (FGD) were carried out (three FGDs with students and two FGDs with faculties). The discussionwas guided by a facilitator and audio-recorded. Information from the audio was transcribed.Results: Factors affecting learning include content of the class, class schedule, attention span, assessment pattern,audio-visual aids, level of integration of classes, ability of the teacher and teaching learning methods used.Solutions include field visits, hands-on training, appropriate use of audio-visual aids, integration of classes, activeparticipation in research, communication with peers, strict maintenance of attendance and motivation of thestudents, etc,.Conclusion: Addressing all the factors hindering the learning process by incorporating solutions suggested byfaculties and students may help the learners to improve their academic performance. It is important to teach thetopics with its practical application with an appropriate assessment pattern.

Flipped classrooms in teaching pharmacology for medical undergraduate students – A comparative study

Background: The new competency-based medical education curriculum envisages the need to adopt newer teaching-learning methods. There is a growing concern about the effective dissemination of knowledge to a large group of students through conventional didactic lectures. Flipped classroom teaching has evolved as an innovative method and is a systematic approach to improving the student learning experience. Aims and Objectives: The present study was undertaken (1) to compare the effectiveness of flipped classroom methods with that of the lecture as a teaching learning method in pharmacology for undergraduate medical students and (2) evaluate the students’ perception of the flipped method. Materials and Methods: This study was done in the Department of Pharmacology in a tertiary care teaching hospital in Kerala after ethics committee approval. Two groups of students enrolled using the convenient sampling method, received three flipped classes and three lectures on the topics after crossover. Feedback was collected using a validated structured questionnaire and a common evaluation after each topic was done with a pre-validated multiple choice questions questionnaire. Results: This study has examined the perceptions of students about flipped teaching method using various teaching materials on a Likert 5-point scale. The findings indicate that flipped classroom was a better teaching method. The mean scores of flipped classrooms were high and it was found to be significant (P < 0.05). Conclusion: The results of the study indicate that flipped classroom is more effective for students when compared to lectures. An implication of this is the possibility that it can be used as an adjunctive method in the new curriculum.

SMALL GROUP-BASED SELF-DIRECTED LEARNING (SDL) AMONG UNDERGRADUATE STUDENTS IN BIOCHEMISTRY

Background: Self-directed learning (SDL) is truly a process in which health professionals control their own learning needs, develop appropriate learning objectives and goals. Small group work can be an important supplement to lectures, helping student's master concepts and apply them to situations calling for complex applications of critical thinking skills. This study was therefore planned with the aim to assess the small group based self-directed learning as an effective learning modality among the undergraduates. Objectives: To introduce small group discussion as a modality for learning and to nd out improvement in learning by small group based self-directed learning (SDL). Material and methods: Out of the 100 students in the class of 1st BDS students, 50 as controls and 50 as study group. The study was an Interventional study and the tool used was pretext and post test scores, feedbacks, and the questionnaires from all the participants in the study. Statistical analysis was done by paired t test. Results: The feedback of the students for small group based self-directed learning on Likert scale shows that majority of the students were agreed to the utility and efcacy of small group discussion as a Teaching Learning Method. There was signicant improvement of Post-test scores when compared to Pre-test Score in control as well as study group, but when Pre-test score and Post-Test score was compared among control group and study group, the Post-Test score was statistically signicant when compared to the Pre-test score. Discussion and Conclusions: This study shows that small group based self-directed learning can prove to be an efcient method for understanding of the topic, critical thinking, and interpersonal communication. Even though the conventional didactic lectures are important for teaching process for large group and covers majority of topic, the small group discussion based self-directed learning can improve the learning outcome if it is clubbed with the didactic lecture

A Survey on Learning Styles of Undergraduate Medical Students and its Associated Factors

Background: Global education curriculum is gradually shifting from teacher centric to learner centric approaches. Each of the learners is different in his/her preference of the style of learning. Aims: The present study aims to decipher the learning styles of learners of 1st year MBBS students studying in Pt. JNM Medical College, Raipur, and also to find its association with gender and past academic achievement. Patients and Methods: The present cross sectional descriptive study was conducted by self administered visual aural read kinaesthetic (VARK) questionnaire version 8.01. Test of association was done to illicit any significant difference between learning style preferences with gender or percentage in Class 12th. Results: Amongst 188, 184 students participated in the study, and thus, response rate was 97.9%. Amongst these participants, 41.3% were females and mean Class 12th percentage was 85.4 ± 8.66. Seventy one percent of the subjects were found to have multimodal learning preferences whereas 29% were unimodal learners. Kinaesthetic components were maximum whereas read/write learning components were minimum. The frequency of learners was maximum for K (Kinaesthetic) followed by VARK (Visual Aural Read Kinaesthetic) and AK (Aural Kinaesthetic) type of learners. There was no significant association between type of learners with gender or academic performance in Class 12th with P > 0.05 by non parametric Mann–Whitney U-test. Conclusion: Most of the learners had kinaesthetic components, and thus, teaching–learning methods should be accordingly adapted to suit the learning styles of the subjects.

Online Classes as an Undergraduate Teaching–Learning Method: A Strength, Weakness, Opportunity, Threat Analysis

Introduction: Traditional classroom teaching is being replaced by newer modalities where multimedia technologies are involved in the teaching process. The advantages of online learning were proven in the literature. However, the limitations in carrying out online classes for undergraduate dental education need to be sought. Objective: The objective is to conduct a strength, weakness, opportunity, threat (SWOT) analysis on online teaching and learning as perceived by teachers and students. Materials and Methods: Two different pro formas on online teaching and learning were given to all teaching faculty and students in Government Dental College, Thiruvananthapuram, Kerala. Data were collected using online Google Forms. Descriptive statistics were used to assess the perspective of teaching faculty and students in online classes. A semi-quantitative content analysis was done for open-ended items. Results: SWOT of Online teaching and learning were identified based on the quantitative and qualitative findings. A total of 164 students and 44 teaching faculty responded to our pro forma. More interactive online sessions and procuring technical support from institutions were perceived as opportunities for online teaching and learning. Accessibility issues and health issues were perceived as threats in online classes as a teaching–learning method by students. Conclusion: Well-outlined course content with proper scheduling, free Wi-Fi access, well-prepared and committed teaching faculty, creating a sense of responsible online learning, and supplying devices to access online classes to all students in the state are the few areas of implementation for better learning outcomes in online learning.

Perceptions regarding Flipped Classroom teaching method among first year MBBS students in a Medical College in National Capital Region, India

Background: Flipped classroom aims at exposing the students to teaching material outside of class first andutilizing the class time in deeper understanding of the topic with the discussion in the presence of the teacher. It isa method of teaching learning wherein the students take responsibility of their learning. The present study was toconducted to introduce flipped classroom approach as teaching learning method and to obtain students feedback.Materials and method: The study was descriptive study done in the Department of Anatomy after obtaining theIEC clearance. First year MBBS students who volunteered to participate (138 out of 150) were included in the studyafter obtaining informed consent. The students were given a pre-class reading material in form of PowerPointPresentation with voice over for the topics selected for flipped class using Institutional Learning ManagementSystem (LMS) seven days before the class. Class time was utilized in discussion of the topic. A questionnairewas used which was validated by other faculty members. Responses were collected using a 5 point Likert scale.Analysis was done by Microsoft Excel 2010.Results: The concept of flipped classroom was well accepted by the students. It was observed that 70% of thestudents found flipped classroom is more interesting method of learning anatomy compared to traditional lectures.30% of the students believed flipped class required more time and more preparation. They were of the view thatthese classes were more interesting, interactive, and motivated them to learn compared to the didactic lectures.Conclusion: Flipped classroom is not a new concept. However, in our country this concept of teaching learning isnot very commonly used in medical colleges and can be used as an alternative to the traditional lectures for betterunderstanding of the topic and can be used more often.

Behavioural Intention of Students to Enrol for Integrated and Honours Programmes as per NEP 2020

National Education Policy 2020 perceives an education system grounded in Indian ethos that significantly contributes to transforming India, or Bharat, sustainably into an inclusive and dynamic knowledge community by offering high-quality education for all, thereby attempting to make India a global knowledge superpower. The development of India into a democratic, just, socially conscious, cultured, and compassionate country preserving liberty, equality, fraternity, and justice for all envisioned in its Constitution depends greatly on higher education. In addition to developing well-rounded individuals with critical 21st-century skills in the arts, humanities, languages, sciences, social sciences, professional, technical, and vocational fields, such education will also foster an ethic of social engagement, soft skills as well as a rigorous specialisation in a particular field or fields. NEP 2020 will open a new horizon to young graduates by focusing on better teaching-learning methods and revolutionising the higher education sector. Since these calls for a major change in the traditional undergraduate programmes, it is essential to understand students’ perceptions towards this move and how they respond to such a change. This study aims to understand the behavioural intention of students to opt for integrated and honours programmes as envisaged by the NEP. The study adopted an exploratory as well as a descriptive research design. Sample respondents selected for the current study are the students pursuing their Plus-two course or those who completed it, waiting for their higher education in Kerala. The study results revealed that the behavioural intention of students to enrol for integrated and honours programmes is influenced by many factors: their perceived enjoyment, innovation anxiety, self-efficacy, performance expectancy, ease of learning, and usefulness.

Innovation in teaching-learning methods with an effective application of adult learning principles for the first year of allied health science courses

Background: In Indian context, most of the allied health science (AHS) courses are taught using an “apprenticeship model” rather than, structured, planned teaching methodologies. Aims and Objectives: This study was focused to reform the teaching methodology guidelines for faculty, to afford enthusiastic learning of AHS students in the classroom environment and evaluating their performance through formative and summative assessments. Materials and Methods: AHS students from Christian Medical College, Vellore, India (n = 33) were inducted into the study. The traditional lectures for gastro-intestinal tract had completed by physiology faculty. The diet-nutrition topic chose for horizontal integration between physiology and biochemistry subjects. This integrated module was handled by one of the biochemistry faculty and sessions were observed by two other faculties as observers from departments of physiology and biochemistry. The observers followed the guidelines to evaluate the teaching methodology through prevalidated checklist used a modified Likert scale. The degree of agreement between two observers was determined using Cohen’s kappa statistics. The students’ performance was evaluated with students paired “t” test for written test and viva voce marks based. Results: The results demonstrated that the inter-rater reliability calculated by the observers for teaching methodology on integrated session of the biochemistry faculty was significant with a score of 93%, with total criterion score of 28 and a matched criteria score of 26. As well proved an improvement in the students’ learning process, evidenced by better performance in the post-test and structured viva voce. Conclusion: The new innovative teaching methods exercised by the faculty, demonstrated enhanced performance of the students with horizontal integration, proving the robustness of this module.

A Study on the Classroom Experiential Teaching Method of Bridge Engineering Based on Classroom Simulation Subject Competition Learning

Since the reform and opening up, China has always been on the high-speed road of development. Based on the requirements of China's own development, the demand for talents in various industries has greatly increased and continues to increase. With the continuous innovation and rapid development of Internet technology and the rise of artificial intelligence, people are more inclined to cultivate innovative talents. The bridge engineering major is one of the most popular engineering majors in the world at present, and the "bridge engineering" course is the most basic main professional course in the civil engineering major. During the learning process, students' learning interest can be better developed, so that students' independent thinking ability and innovation ability can be cultivated, and teaching can be conducted in the experiential teaching method of classroom simulation subject competition learning. So that students will have a good foundation of learning in the future work process.

Teaching Reform and Practice of “<i>The Principle of Automatic Control</i>” as a First-Class Undergraduate Course

The Principle of Automatic Control course is the core course of the automation majors. In accordance with the key points of developing the first-class undergraduate course, the teaching team has carried out timely teaching reform to enhance the advanced, innovative and challenging features of the course. A teaching mode combining online and offline activities has been developed to reflect the “student-oriented and teacher-led” teaching philosophy. It adopts the teaching method of problem-based learning. Questions are used throughout the online and offline processes. Teachers should assign questions, and students should discuss the questions and learn cooperatively. In this way, it can help students to better understand the learning content, flexibly apply the knowledge they have learned, and enhance their ability to identify, analyze and solve problems. At the same time, teachers should grasp the main channel of classroom teaching, actively explore the ideological and political education of the course, and put equal emphasis on knowledge transfer and value leadership. In this way, teachers can work hard to foster professional and technical talents that meet the needs of society in the context of the new engineering discipline.

Exploring the determinants of student learning style compatibility with offline/online learning methods for management courses in India

Every student is unique and possesses a different learning style to collect, store and retrieve the information stored in his or her mind. Students usually taking preparing notes, reading different study materials, using different sources to gather information, and sometimes using graphs, diagrams, flow charts, etc. to develop understanding. Over the years, a paradigm shift has taken place from teaching to learning and various researchers have contributed the development of teaching learning processes and methods that not only engage students but also develop better understanding of subject matter. As each subject is different, it requires a different style of teaching method, just as each learner is different; a specific method used for certain subjects may be suitable for one but not for others. With the advancement of technology, online learning provides sophisticated learning environment, refined course content, scientific teaching methodology, and committed participants, well equipped subject experts, virtual course instructors, and so forth. Although researchers have conducted studies in order to understand why no learning style fits all students, the way students learn and store information. Still, the adoption rate of online courses is discouraging, despite the various benefits online students enjoy. The objective of this article is to explore the determining factors responsible for evaluating the individual learning style of student and their compatibility with learning methods, either offline or online. The researcher has used a case study of 852 students studying in Medi-Caps University, Indore. Responses were collected through structured interviews and the performance of students at the end of the exams. This article tries to address the issue of quality education, and provide the self evaluating technique to determine the method of learning, management course with compatibility of individual learning style.

Research on the Construction of Digital Teaching Resources for Schools Oriented to Teaching Innovation

With the continuous further development of education informatization in our country, the present way and the way of spreading knowledge have changed gradually, which has caused innovation of teaching mode, teaching method and learning method. In the information teaching environment, as an important resource in the implementation of the teaching process, digital teaching resources have become the focus of basic education schools gradually. Schools have begun to explore the construction of digital high-quality teaching resources with their own characteristics, so as to promote the teaching reform and innovation of schools. In order to explore the effective measures and effects of the construction of digital teaching resources in combination with the needs of teaching innovation, this study carried out various comprehensive studies. This paper first introduces the dimension and principle of teaching innovation to provide theoretical basis for the research. Secondly, this paper puts forward the countermeasures to promote the construction of digital teaching resources in schools, to provide reference for related research.

New Thinking of Curriculum Design for Study-Based Travel Based on the Novel “PBL+” Model

Study-based travel is an emerging comprehensive practice for cultivating students' core literacy curriculum. However, there are many problems and phenomena in the implementation process. In the face of real-world situational issues outside of the classroom, effective teaching models to use for cultivating students' Geographic Core Literacy (GCL) are currently a study-based travel hotspot. This study integrates the problem-based learning (PBL) teaching method, integrates the theoretical concepts of structuralism and pragmatics, and combines the GCL and geography textbooks to propose a new thinking framework for the "PBL+" model. Based on this, curriculum design is introduced, with high school students as the study-based object, and a design case is proposed based on the unique local resources of Heyuan City. The main focus is to combine theoretical knowledge from books with practice and integrate local resources into the classroom. It is not only following the main line of cultivating students' GCL and promoting the construction and development of core competencies but also providing references for optimizing the curriculum of research bases and schools.

Jigsaw: A step toward co-operative learning among medical and nursing students

Background and Aim: To shift the paradigm from passive tutor driven tutorials to more responsible active learning by the students, a co operative teaching learning method could be a good alternative. The Jigsaw approach, a model of co operative learning, focuses on learning in groups with fellow learner co operation and reassures team work. Thus, this study was aimed at assessing the effectiveness of jigsaw strategy in comparison to tutorials in enhancing cognitive skills among the medical students in microbiology. Materials and Methods: A cross sectional study was carried out at microbiology department for 50 consenting MBBS students of professional year II and 50 consenting B.Sc nursing students of 2nd years. Students were randomly divided into two batches: Aand B of 25 students each. They were prepared for either a jigsaw (Experimental) or tutorial (Control) a week prior on predecided topics. The same groups were crossed over for another topic. Students’ performance was assessed by pretest, posttest, academic achievement level, and retention test by prevalidated multiple choice questionnaires. The student perception on TL methods was evaluated by using learning experience questionnaires. Results: Posttest scores of both groups were found to be significant at the level of P < 0.05. Among medical students, mean of posttest scores in the jigsaw is more than tutorial (12.4 v/s 9.7, crossover 13.3 v/s 11.2) and in nursing students (11.7 v/s 8.2, crossover 11.6 v/s 9.9). Mean retention tests scores and absolute achievement level were high in jigsaw groups. The students preferred jigsaw over the tutorial. Conclusion: Jigsaw strategy is a robust instructional tool, well perceived by the students to enhance cognitive skills as inferred by the results and can be tailored to the needs of varied topics across different disciplines.

Student’s perception on teaching and learning methods in pharmacology and changes recommended

Background: Understanding the changing trends in medical education technology helps to improve the teaching learning methods for medical graduates which can further help to improve the quality of health-care system. Apart from the conventional methods, several new methods of teaching are being introduced according to the changing medical curriculum. Most of these techniques are well accepted by the medical students. Aim and Objectives: The aim of the study was to collect feedback from the students to understand their perception on teaching and learning methods in the subject of pharmacology. Materials and Methods: This observational, cross-sectional, and questionnaire-based study was conducted in the Department of Pharmacology at Government Medical College, Thrissur, during the period 2017–2018. Pre-validated questionnaire was distributed among 2nd-year MBBS students, attending pharmacology classes and responses were collected and analyzed using a 5-point Likert scale. Results: Major responses from students perspective regarding teaching and learning methods in Pharmacology subject were that learning pharmacology is very important before going to clinics (96.5%), brief description about the clinical scenario is essential before discussing about the drugs (95.5%), knowledge of pharmacy and drug dispensing methods are necessary for patient care (94.5%). Pharmacology should be taught along with clinical subjects (93%) and also problem-based learning and prescriptions are extremely useful in clinics (90.5%). Conclusion: Regular and systematic feedback from the learners side can significantly improve the quality of medical education and health-care system. Clinically oriented teaching methods can impart more interest in studying Pharmacology.

Comparison of Stress Levels with Online and Offline Mode of Teaching in Medical Undergraduate Students during COVID-19 Pandemic: A Cross-sectional Study

Introduction: Medical education in India being stressful, precipitated further due to the outbreak of Coronavirus Disease2019 (COVID-19) and hence shifting to the online mode of education. The sudden implementation of online teaching learning methods, lack of communication between teachers and students and further the tedious modes of assessments through online methods created chaos among the students subjecting the students under enormous stress. Aim: To compare the stress levels in online and offline mode of teaching in medical undergraduate students. Materials and Methods: The study was designed as a cross-sectional observational study. It was conducted in two Government Medical Colleges located in Kanyakumari and Thiruvananmalai of Tamil Nadu during April 2021 to December 2021 after the students returned to the conventional teaching method from digital learning (during COVID-19). This study assesses the stress by using Perceived Stress Scale, among young healthy individuals (390 medical graduates of either sex) who were in their preclinical, paraclinical and clinical years of the medical curriculum. The questionnaire comprised of general demographic data and consent form (six items) information on online classes and offline classes (18 items) and Perceived Stress Scale- 10 questionnaire to assess stress during online and offline mode. The obtained results were tabulated and was statistically analysed by Pearson Chi-square test. Using the software R (Programming Language) version 2021 for used for anlaysis. Results: Out of the 390 students participated in the study 204 (52.30%) of the students were from Government Kanyakumari Medical College, with 98 (48.04%) male and 106 (51.96%) female students. While the remaining 186 (47.70%) students were from Government Thiruvannamalai Medical College, with 84 (45.17%) male and 102 (54.83%) were female students. The mean age of the participating students were 19.6±2.4 years. The difference in the number of scheduled hours of classes, duration of each classes were more during offline classes compared to online classes. Whereas the attention span of the students were more during offline classes of &gt;30 minutes compared to online classes with attention span of &lt;20 minutes, in most of the students. Further the study revealed that online mode of teaching was highly stressful to the students compared to offline teaching which was moderately stressful (highly significant), further the students experienced other adverse effects related to stress such us deterioration of vision, lack of concentration, difficulty in sleep etc. Conclusion: The study emphasises that irrespective of the mode of teaching, medical undergraduate students experience stress under any form, however online mode of teaching is much more stressful than offline teaching.

Imparting effective Teaching Learning Methods for teaching C programming course to First Year Non-IT Students

Nowadays, Computers are the dominant technology of the twenty-first century. Thus, programming and the development of software are fundamental activities in which many people across the globe are involved. As a result, programming courses are part of the curriculum. The course is introduced to all first-year IT and Non-IT students who have either no or less expertise in computer programming. The main purpose to select these techniques for non-IT students is to prepare them to work with IT specialists at their future jobs by instilling in them a constant knowledge of technical fundamentals. But as compared to IT students, learning of C programming becomes difficult for non-IT students due to this their passing rate is low. Students lose their interest in programming due to their having less computer programming knowledge which leads to a gap in technical competency require by the IT sector. Taking this into consideration activities like quizzes, debugging tests, and usage of a virtual lab for students were implemented. These activities enhanced students' way of thinking, problem-solving ability, programming, and debugging skills. The idea of using PBL teaching methods, Think-Pair- Share, and E-Learning may improve the effect of C language teaching, and promote the student’s learning initiative. The main focus of this study is to enlighten different teaching approaches and methodologies for first-year non-IT students. Keywords— Coding standard, E-Learning, Programming Language, PBL Teaching, Problem-solving, Non-IT, Virtual Lab

Development and implementation of a self-directed learning module on antimicrobial resistance for Phase 2 MBBS students.

The first objective of the Global Action Plan proposed by the WHO in preventing and controlling Antimicrobial resistance is to improve awareness and understanding of antimicrobial resistance through effective communication, education and training. Self-directed learning is a student oriented teaching learning method ideal for imparting lasting knowledge on topics of national and global importance such as antimicrobial resistance among medical students, which will help them develop an in-depth understanding of the topic and hence the aim of this study was to develop and implement a Self Directed Learning Module on Antimicrobial Resistance. The study was conducted in the department of Microbiology with the Phase 2 medical students. Four self-directed learning sessions were developed and disseminated which included case scenarios, class assignments, obtaining antibiotic history from admitted patients, brain storming sessions, final assessment and feedback from students and faculty. 62 out of 80 students gave their consent for the study. 72.6% students attended all the SDL sessions. 55 students gave their final assessments and feedback and all students scored above 50% marks. More than 70% of students said that the SDL aroused curiosity about the topic, while making it interesting, interactive and enjoyable. The self-directed learning module on antimicrobial resistance evoked interest and enthusiastic participation among the medical students. The discussions, assignments and the brainstorming sessions helped to deepen their knowledge on this emerging threat at the local, national and global levels.