Many medical educators are experimenting with innovative ways of E-learning. E-learning provides opportunities to students for self-directed learning in addition to other advantages. In this study, we designed and evaluated an interactive E-learning module in pharmacology for effectiveness, acceptability and feasibility, with the aim of promoting active learning in this fact-filled subject. A quasi-experimental single-group pre-test/post-test study was conducted with fourth-semester students of the second professionals course (II MBBS), selected using non-probability convenience sampling method. An E-learning module in endocrine pharmacology was designed to comprise three units of interactive PowerPoint presentations. The pre-validated presentations were uploaded on the website according to a predefined schedule and the 42 registered students were encouraged to self-learning using these interactive presentations. Cognitive gain was assessed using an online pre- and post-test for each unit. Students’ perceptions were recorded using an online feedback questionnaire on a 5-point Likert scale. Finally, focused group discussion was conducted to further explore students’ views on E-learning activity. Significant attrition was observed during the E-learning activity. Of the 42 registered students, only 16 students completed the entire E-learning module. The summed average score of all three units (entire module) was increased significantly from 38.42 % (summed average pre-test score: 11.56/30 ± 2.90) to 66.46 % (summed average post-test score: 19.94/30 ± 6.13). The class-average normalized gain for the entire module was 0.4542 (45.42). The students accepted this E-learning activity well as they perceived it to be innovative, convenient, flexible and useful. The average rating was between 4 (agree) and 5 (strongly agree). The interactive E-learning module in pharmacology was moderately effective and well perceived by the students. The simple, cost-effective and readily available Microsoft PowerPoint tool appealed to medical educators to use this kind of simple E-learning technology blended with traditional teaching to encourage active learning among students especially in a rural setup is attractive.
Objectives:The learning-assessment relationship is an integral part of educational process, its main purpose is to optimize learner`s abilities which can be achieved through the implementation of Objective Structured Clinical Examination as an assessment tool. The present study is undertaken with the aim to introduce an Objective Structured Clinical Examination in the faculty of dentistry for the subject of oral medicine and radiology and to obtain the perception of participants about it.
Materials and Methods:The study involved 65 final year dental students and faculties from Oral Medicine and Radiology. The self-administered questionnaire and feedback forms were given to the students to record their responses. Descriptive analysis and factor analysis were used to identify key factor among the different Objective Structured Clinical Examination items.
Results:The results revealed the strong consensus in favor of Objective Structured Clinical Examination. The factor analysis extracted 2 key components i.e. "I understand the aims and objectives of the Objective Structured Clinical Examination" and "it tested my diagnostic clinical skill" as significant.
Conclusion: The present article suggests that inclusion of Objective Structured ClinicalExamination in the formative and summative examination would be beneficial. It is recommended that the pilot study should be carried out for the selected model of objective structured clinical examination before being implemented as an assessment tool.
Context: The interns after completion of rotatory training programmes are often reported to be noncompetent and lacking in clinical skills to work independently in the community. Internship training in India is facing serious challenges such as faulty/virtually no curriculum for medical interns, disinterested learners and lethargic attitudes in programme implementation. Aims: To collect and analyse the perceptions/opinions and attitude of learners (Medical Interns) on teaching, learning and evaluation of the current Medical Internship Training Programme. Methods and Material: Qualitative data were collected by focus group discussions while the quantitative data were collected by a self-rated perception scale. Content and domain analysis was done for qualitative data and descriptive statistics was used for quantitative data. Results: Respondents reported no formal teaching and poor learning of skills. Interns were not required to deal with medico legal cases and emergencies during the training period. Work based evaluation was not done routinely and there was a lack of supervision and involvement of senior faculty in training. Communication with patients was very minimal due to hectic working pattern with no time for pre-PG preparation. The working environment was unsafe and interns were not confident to work independently as community physicians. Conclusions: Interns perceive the training program as very poorly implemented and producing semiskilled doctors with less confidence in clinical and non-clinical skills and competencies.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.