The failure rates of the medical students had increased during the past few years. There are many supportive factors for deteriorating the students’ performance. One of these might be due to some defect in teaching/learning system. Therefore, the aim of this study is to determine the effects of changes in teaching/learning schedule pattern in Physiology Subject among 2nd MB BS students from University of Medicine, Magway. A Comparative study was done. Data was collected from 2nd MBBS students studying at University of Medicine, Magway, Myanmar (n = 230). Class test-1 was done before the introducing of the new teaching/learning schedule pattern. There was 3-month intervention of introducing the new teaching/learning schedule pattern. At the end of this program, class test-2 was done. Scores of all students in class test-1 and class test-2 were compared and analyzed. In the present study, the average marks of class test-1 and class test-2 were 38.23±14.56 and 43.32±18.42, respectively. It was found that the average score of the students in class test-2 was higher than that of class test-1(p< 0.001). Both class test-1 and class test-2 included 2 sections which involved multiple choice questions (MCQs) and multiple short questions (MSQs). In MCQs section, 22.17% of the total students were passed in class test-1 whereas it was increased to 33.48% in class test-2 (p< 0.01). In MSQs section, it was indicated that 29.56% of the total students were passed in class test-1 and 39.56% of the students were passed in class test-2 (p< 0.001). In the average score of both MCQs and MSQs, the students passed rate is increased from 26.96% to 36.96% after the changing of teaching/learning style (p< 0.001).This findings suggested that the new teaching/learning style was more effective than the traditional teaching.
Introduction: The present study was on 2nd MBBS (1/2011 batch) students at the University of Medicine-2, Yangon, Myanmar. Self-learning ability of students is gradually declining and students tend to neglect reading prescribed textbooks. Test marks have also declined considerably. Students find it difficult to identify salient points when answering questions. Thus, the present study aimed to study the effect of open-book exercise practice on closed-book tests results. Objectives were to identify the students' scoring of a closed-book written tutorial and to compare the changes in closed-book written tutorial marks after regular open-book study.
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