BACKGROUND Implementing the new competency based medical education is quite challenging for medical educators while teaching newly admitted undergraduate medical students. We wanted to compare the role of interactive lecture classes with self-directed sessions among first MBBS students in the Department of Physiology during implementation of competency based medical education. METHODS The present study was conducted in the Department of Physiology among two hundred undergraduate medical students after obtaining Institutional Ethical Clearance. Ten interactive lecture classes were compared with ten self-directed learning sessions using pre-test and post-test MCQS. Students’ feedback was collected following the sessions and students were provided with feedback following each session. Feedbacks from facilitators were also taken following the sessions. SPSS version 16 was used to analyse the data. T test was done to compare the different teaching methods. RESULTS Students were more satisfied with the SDL sessions. According to the teachers, students participated and interacted in SDL sessions better when compared to traditional classes. Teachers had to put much more effort to the SDL sessions as compared to traditional lecture sessions to make these sessions effective. There was no difference in performance between traditional lecture classes and self-directed learning sessions in pre-test sessions (50.39 ± 19.41 vs. 52.84 ± 16.01; p value 0.17). Students performed better in post-test sessions (50.39 ± 19.41 vs. 63.38 ± 12.79; p value < 0.0001**) as compared to pretest sessions in interactive lecture classes. Students performed better in posttest sessions (52.84 ± 16.01 vs. 69.79 ± 12.4; p value < 0.0001**) as compared to pre-test sessions during assessment of self-directed learning sessions. Performances of students were also better in SDL sessions as compared to interactive lecture classes in post-test sessions. (69.79 ± 12.4 vs. 63.38 ± 12.79; p value < 0.0001**). CONCLUSIONS Self-directed learning sessions were more effective than interactive lecture classes for teaching physiology to undergraduate medical students and for implementation of competency based medical education. Successful implementation of SDL sessions requires a greater number of teachers as compared to interactive lecture sessions. KEYWORDS Traditional Lecture Classes, Self-Directed Learning, Competency Based Medical Education
Introduction:Carbon dioxide pneumoperitoneum (PP) for laparoscopic surgery increases arterial pressure, heart rate, and systemic vascular resistance. In this randomized, double blind, prospective clinical study; we investigated the efficacy of magnesium sulfate to prevent adverse hemodynamic response associated with PP in patients undergoing laparoscopic cholecystectomy.Materials and Methods:Sixty patients, of either sex (18-65 years of age), undergoing elective laparoscopic cholecystectomy were randomly allocated in one of the two groups containing 30 patients each. Group M received magnesium sulfate 30 mg/kg intravenously as a bolus before PP. Group C received same volume of 0.9% saline.Results:Mean arterial pressure and heart rate were significantly less throughout the period of pneumoperitoneum in patients of group M. Intravenous labetalol was required in 40% (12 out of 30) of the patients in group C to control intraoperative hypertension and it was clinically significant in comparison to group M.Conclusion:Magnesium sulfate administered before PP attenuates adverse hemodynamic response and provides hemodynamic stability during PP created for laparoscopic surgery.
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