Comparison of perception of different innovative teaching and learning methodology among second year medical students
Abstract
Present study was conducted to compare the different teaching methods i.e. Recitation/ Lecture Method, Questioning/ Socratic Method and Student-Seminar Method in medical students of S.M.S. Medical College, Jaipur. The active students 105 participant were randomly divided into three equal groups viz. Group A, Group B and Group C. Then “pharmacological aspect of anti-cancer drugs’’ was taught using three different methods individually, to three sets of students group. In Group A students were taught by Recitation/ Lecture method, in Group B by questioning/ Socratic Method, in Group C by Student-Seminar method. The response of all the students was recorded for these three different teaching methods on a five- point likert. Responses of students were analyzed by Statistical Package for Social Sciences (SPSS version 16.0 trial version) and Excel 2010 by one-way ANOVA. In present study Socratic Method scored the best as compared to Student Seminar Method which in-turn scored better than Recitation Method. In present study, participants also suggested changing the order in which pharmacology topics are taught. The innovative teaching was found to be useful and feasible as adjunct to didactic lectures. Therefore, the present study suggests that there is need to implement pioneer teaching methods for active participation, more attention, and motivation of students.
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Introduction
Over the past few years, teachers in the medical profession are adopting new training strategies, which are more students friendly and helpful for better understanding. Advances in technology have evolved the teaching methods in pharmacology.1Although the pharmacology is rapidly, evolving and expanding branch of medical science but it is still perceived as dry and volatile by medical students. 2 The primary objective of teaching pharmacology at the undergraduate level is to facilitate the medical students to take rational therapeutic decisions in clinical practice but due to surplus content, students often find it hard to memorize and recall the pharmacological terms, concepts and drug names in the subject.3 For a better understanding of pharmacology, there is need of continuous review and modification in teaching and evaluation methodology in pharmacology.
Innovative active learning modules will promote more interaction among students, encourage their enthusiasm, create significant learning environment and help in remembering the topics.4 Innovative teaching involves interchange of thoughts between teachers and students. There is a lot of active involvement among the participants leading to learning that is more effective.5
In most of the medical colleges, pharmacology is taught by traditional teaching methods like lectures in whole class and practical based on experimental and clinical pharmacy.
Conclusion
This present study concluded that the students prefer innovative teaching method as compared to the didactic lecture. Because innovative teaching methods like Socratic Method, Student Seminar Method motivates the students to participate in the class and helps to retain the concepts of pharmacology.