Communicating with first year medical students to improve Communication Skills teaching in The University of the West Indies

Williams, Stella; Sa, Bidyadhar; Nunes, Paula Sofia; Stevenson, Keith

doi:10.5116/ijme.4b97.d76a

Cited by 9 publications

(7 citation statements)

References 11 publications

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“…Similar to previous studies 10,12 the students felt that experience in teaching field and personality was not an essential trait of the teacher. On the other hand, majority believed that ability to effectively communicate the details of topic being taught ranked highest among the qualities of an ideal teacher (71.9%) in addition to being knowledgeable and updated regarding the subject.…”

Section: Discussionsupporting

confidence: 83%

A Survey Based Analysis of Student’s Perspective of the Current Medical Education System, Teaching Learning Methods and Their Attitude Towards Research in a Medical College in North Karnataka With Special Reference to Pathology as a Subject

Zubair¹

2019

jebmh

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BACKGROUNDUndergraduate medical education in the pre-clinical sciences remains challenged to find teaching strategies that actively engage students in the learning process. The aim of this study was to analyse the student's perception regarding the ideal class strength and duration, various teaching-learning methodologies in practice, their attitude towards assessment, research; and to take feedback on how improvement could be made in this domain with specific reference to pathology as a subject. METHODSA pre-validated, structured questionnaire based cross sectional study was conducted on students of Phase II MBBS at the end of their 3 rd term in Navodaya Medical College, Raichur. A total of 114 of 181 students participated in the study. RESULTSStudent preferred a smaller class strength for both theory and practical classes with teaching duration of less than one hour. Teaching methods like group discussions were preferred and use of video demonstration as audio visual aid was regarded as most appropriate by majority of the students. PowerPoint presentations were not opted by a greater proportion of the students. This shows a changing trend in the teaching process towards integrated teaching. The essential skills of a teacher from a student's perspective were highlighted. Changes in pattern of assessment comprising a blend of conventional essay questions along with case-based questions and MCQs was suggested by the participants. Most of the students wanted to pursue research preferably form the 2 nd phase MBBS and a good proportion felt it should be made mandatory. Many of these results correlated with studies conducted in other medical colleges in India and abroad. CONCLUSIONSA need for change in the current system of medical education with more focus on optimal class size and duration, better teaching learning methods as per the scenario, promotion of problem-based learning, more efficient assessment techniques and embarking on research at an early stage was felt by the students. Thus, this study highlights the essential need to restructure the present medical education system to cater to the student's needs.

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Section: Discussionsupporting

confidence: 83%

A Survey Based Analysis of Student’s Perspective of the Current Medical Education System, Teaching Learning Methods and Their Attitude Towards Research in a Medical College in North Karnataka With Special Reference to Pathology as a Subject

Zubair¹

2019

jebmh

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“…Comments on the same revealed that majority of them agreed that they need to devote less time to study outside the classroom. This was further supported by a similar study in China in which 89.4% of the respondents admitted that they prefer interactive session in terms of comprehension [11]. In contrast to our findings, Williams et al reported that first year medical students had learnt less in interactive session compared to lectures [12].…”

Section: Discussioncontrasting

confidence: 56%

Perception of medical students on usefulness of interactive lectures: Can it be a welcome change?

Jayakumar¹,

Muthukumar²,

Kandasamy³

2016

Int J of Biomed & Adv Res

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Background: Interactive lecture is a student centred teaching technique incorporating, multimodal strategies to create more engaging classroom settings. In our medical college, traditional lecture approach has been the core teaching method. So, we intended bringing in a change to passive way of learning by introducing first interactive lecture in Microbiology. The objective of our study was to evaluate perception of students on the usefulness of interactive lecture over traditional lecture. Methods: A session on Laboratory Diagnosis of Hepatitis B virus was selected. Anonymity of the responses was ensured to the students. Students were given overview about the study design and purpose of the study. Those who are willing to participate were enrolled for the study. A total of 112 students given consent were included. It was planned to provide traditional lecture on the selected topic followed by interactive lecture on the same topic for all 112 students. At the end of both the session, cross sectional survey was conducted using a pre validated questionnaire to assess the usefulness of interactive lecture given. Responses were to be provided on five point Likert scale with a score of 1 = strongly disagree, 2 = Disagree, 3 = Neutral, 4 = Agree and 5= strongly agree. Frequencies of responses were analyzed by merging SDA & DA (Strongly disagree and Disagree) and SA & A (Strongly agree and Agree) as two groups. Percentage of responses was compared. Results: In general, 96% of them perceived interactive lecture was useful and reported that they strongly recommend it to their friends who weren"t there. Out of 112 students, 94(84%) reported interactive lecture was interesting when compared to traditional format. Conclusion: When planned meticulously interactive teaching can definitely can save time and energy. Our study emphasizes the need of interactive lecture in core curriculum for better understanding of the subject.

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“…In another study, 19.6% of first year Caribbean medical students chose student role-play as their least preferred communication teaching style 9 . Joyner and Young states that the reason medical students often dislike role plays could be because when role plays are unstructured and unplanned, active learning does not necessarily occur 10 .The present study was undertaken to determine the perceptions of first year medical students in an Indian medical college about the use of role-play in Physiology as a teaching-learning method.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of medical students in India about the use of role-play as a teaching-learning method in physiology

D’cruz¹,

Muthukumar²,

Rajaratnam

et al. 2013

Int J of Biomed & Adv Res

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Introduction: Even though role-play promotes active learning, some students have considered it as the least preferred teaching method. This study was undertaken to determine the perceptions of first year medical students in an Indian medical college about the use of role-play in Physiology as a teaching-learning method and to determine if the perceptions varied between the role-players and the observers of the role-play as this has not been sufficiently explored by previous researchers.

Methods: 46 first year medical students took part in the role-play and 97 students were observers. All 143 students completed a 12 item questionnaire about their perceptions regarding the use of role play in Physiology using a 5 point Likert response scale and results were analysed using SPSS 17.

Results: The majority of students perceived role-play to be interesting (95.80%), lively (86.01%), helpful in breaking monotony (96.50%) and in visualizing clinical features (86.71%). 83.22% felt that the role-play helped them learn attitudes of a doctor while treating patients and 87.41% felt that role-play was useful in learning communication skills. The role-play was considered to be realistic, facilitating the transition from classroom to clinical wards and while being appropriate for their level was also felt to be applicable to other undergraduate students. Comparison of the observers and role players’ scores showed no significant difference in perceptions (p value 0.409) ie., both groups perceived role play positively.

Conclusion: From the perspective of first year Indian medical students, role-plays in Physiology are perceived positively.

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Communicating with first year medical students to improve Communication Skills teaching in The University of the West Indies

Cited by 9 publications

References 11 publications

A Survey Based Analysis of Student’s Perspective of the Current Medical Education System, Teaching Learning Methods and Their Attitude Towards Research in a Medical College in North Karnataka With Special Reference to Pathology as a Subject

A Survey Based Analysis of Student’s Perspective of the Current Medical Education System, Teaching Learning Methods and Their Attitude Towards Research in a Medical College in North Karnataka With Special Reference to Pathology as a Subject

Perception of medical students on usefulness of interactive lectures: Can it be a welcome change?

Perceptions of medical students in India about the use of role-play as a teaching-learning method in physiology

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