Students entering medical college generally show vast diversity in their school education. It becomes the responsibility of teachers to motivate students and meet the needs of all diversities. One such measure is teaching students in their own preferred learning style. The present study was aimed to incorporate a learning style-based teaching-learning program for medical students and to reveal its significance and utility. Learning styles of students were assessed online using the visual-auditory-kinesthetic (VAK) learning style self-assessment questionnaire. When respiratory physiology was taught, students were divided into three groups, namely, visual (n = 34), auditory (n = 44), and kinesthetic (n = 28), based on their learning style. A fourth group (the traditional group; n = 40) was formed by choosing students randomly from the above three groups. Visual, auditory, and kinesthetic groups were taught following the appropriate teaching-learning strategies. The traditional group was taught via the routine didactic lecture method. The effectiveness of this intervention was evaluated by a pretest and two posttests, posttest 1 immediately after the intervention and posttest 2 after a month. In posttest 1, one-way ANOVA showed a significant statistical difference (P=0.005). Post hoc analysis showed significance between the kinesthetic group and traditional group (P=0.002). One-way ANOVA showed a significant difference in posttest 2 scores (P < 0.0001). Post hoc analysis showed significance between the three learning style-based groups compared with the traditional group [visual vs. traditional groups (p=0.002), auditory vs. traditional groups (p=0.03), and Kinesthetic vs. traditional groups (p=0.001)]. This study emphasizes that teaching methods tailored to students' style of learning definitely improve their understanding, performance, and retrieval of the subject.
Background: Adolescence is the period of stressful transition from childhood to adults which provides opportunity to a lot of adjustment problems. This study is intended to assess the mental health in adolescents and their adjustment, using standardised questionnaires. Materials and Methods: This is a descriptive, cross-sectional study involving 175 school students of both genders and of age ranging from 14 to 17. After getting clearance from Institutional ethics committee and consent from the parents, the students were administered a socio-demographic proforma, General Health Questionnaire-28 (GHQ-28) and Adjustment Inventory for School Students (AISS) by one-to-one interview method. The scores were analysed statistically with Student's independent t test using SPSS 20.0. Results and Discussion: There was significant increase in social dysfunction (p = 0.03) and poor adjustment in all categories (p <0.05) as age advanced. Government school students showed more somatic symptoms (p = 0.03) than the private schools, while private school students showed poor educational adjustment (p = 0.01). Students from English medium had significant social dysfunction when compared to those from Tamil medium (p = 0.03). Day scholars showed poor social dysfunction, while hostellers showed poorer social and overall adjustment. There was correlation between mental health and adjustment with poor mental health leading to poor adjustment. Conclusion: Factors like increasing age, type of school, medium of instruction and type of accommodation is significantly affecting the coping nature of the adjustment related problems.
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