Comparison between didactic lectures and small group discussions among second year medical undergraduates in pharmacology

Savkar, Madhav K.; Mariswamy, Vinaya; Gangadhar, M. R.

doi:10.18203/2319-2003.ijbcp20164120

Cited by 5 publications

(5 citation statements)

References 10 publications

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“…Similar findings were noted by various other studies. 6,7,8 In the present study, overall students found snowball method had in depth coverage of the topics. It improved communication skills.…”

Section: Discussionsupporting

confidence: 48%

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Comparison between Jigsaw and Snowball Method of Active Learning among First Year Medical Undergraduates: An Interventional Study

2020

IJOP

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Present study focuses on comparison between the efficacies of jigsaw and snowball methods active learning. An interventional study was conducted among first year medical undergraduates. Overall, 167 students studied by jigsaw method and 173 students studied by Snowball method. To study the preferences of students between Jigsaw and Snowball method a structured questionnaire using five point likert scale was used. Both the method significantly improved the knowledge of students. Overall response based on the questionnaire about jigsaw method was positive. Students found it to be simple, enjoyable and effective means of learning.

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Section: Discussionsupporting

confidence: 48%

“…Various other studies compared the scores of didactic lectures and small group teaching and found that there was better score using small group teaching. 6,7,8 But there is lack of literature comparing jigsaw and snowball method.…”

Section: Discussionmentioning

confidence: 99%

Comparison between Jigsaw and Snowball Method of Active Learning among First Year Medical Undergraduates: An Interventional Study

2020

IJOP

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“…In 2020, the surveys showed that students asked for higher participation from teaching assistants during the presentations of their peers, which is in accordance with a study carried out by Savkar et al, who identified that facilitators play a key role in the process of active learning. 19 Based on the results from 2020, faculty was encouraged to improve their skills and competences as teaching assistants for a flipped-classroom teaching strategy. This meant, apart from redesigning problem sets and pre-class educative material, re-educating themselves in the principles of the flipped-classroom with focus on putting in place active listening strategies during the meeting and being aware of students understanding.…”

Section: Discussionmentioning

confidence: 99%

Improving an online higher education pharmacology course based on students’ perception

Traetta

Viola²,

Minoia³

2023

Int J Basic Clin Pharmacol

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Background: The COVID-19 pandemic outbreak transformed education thoroughly. Our in-classroom Pharmacology course had to be adapted precipitously into a completely online modality. Hence, we aimed to evaluate its efficacy for learning and improve it based on our students’ perception. Methods: Semi-open questionnaires were designed and applied at the end of the 2020 and 2021 courses to assess students’ satisfaction on the following fields: eLearning platform, lectures, synchronous discussion section, asynchronous collaborative work, and assessments. Data from the first online course was analyzed and evidence-based improvements were performed for the 2021 course. Quantitative comparison of cohorts was carried out. Furthermore, students’ perception from the last in-person course (2019) was analyzed. Results: The 2019-course questionnaire demonstrated a good acceptance towards an incipient use of the virtual campus. Comparison of the complete online cohorts revealed a significant increase in positive answers in six items: complementarity of lectures with discussion sections (85% vs. 100%), teaching strategy (30% vs. 84%), adequacy of faculty’s role (47% vs. 79%), pre- and post-class activities (30% vs. 55%), wording of exercises (30% vs. 55%) and assessments (50% vs. 97%). Moreover, a modification of the students’ requests expressed in the comment section was observed. Conclusions: Custom-designed semi-open questionnaires used to evaluate students’ perception and receiving feedback on the Pharmacology course provided high quality information to promote student-oriented changes that allowed for an improvement in the teaching-learning process.

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“…They found that there was significant enhancement of knowledge among the students following the didactic lectures as well as small group discussions (p<0.005). 8 A cross sectional study was conducted on 150 MBBS second professional students by Gupta et al by introducing interactive lectures in large group teaching in pharmacology. They had used different methods of interactivity in the same lecture like a short quiz, at the start of the session, think pair and share, a case based scenario, and role play.…”

Section: Discussionmentioning

confidence: 99%

A comparative study of interactive and conventional teaching methods in pharmacology for better clinical application

Vemuri

Sukumaran

2019

Int J Basic Clin Pharmacol

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Background: Pharmacology forms the basis of practice of medicine yet most students perceive it as a difficult subject. It is necessary that a student gains knowledge and retains the gained knowledge for better application in the future. But the method employed now is more passive with less emphasis on clinical application.Methods: The study population was the second year MBBS students of Terna Medical College, Navi Mumbai. The students were randomly divided into two groups; a didactic and an interactive lecture session were conducted on two days. A pre validated questionnaire, pre-test and post-test were employed in the study. The data of pre and post-test were analysed using paired t-test and descriptive analysis for the questionnaire.Results: The difference in short term learning outcomes between both the didactic and interactive lecture sessions was not statistically significant (p=0.53). The students showed a positive reaction to interactive sessions. 70 (95.89%) agreed that interactive sessions has increased their understanding of the topic better. 70 (95.89%) students responded that interactive teaching has increased their ability to apply knowledge therapeutically.Conclusions: In the present study it was observed that though there was not much statistically significant improvement in the immediate understanding, the perception of students towards interactive teaching methods is good.

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Comparison between didactic lectures and small group discussions among second year medical undergraduates in pharmacology

Cited by 5 publications

References 10 publications

Comparison between Jigsaw and Snowball Method of Active Learning among First Year Medical Undergraduates: An Interventional Study

Comparison between Jigsaw and Snowball Method of Active Learning among First Year Medical Undergraduates: An Interventional Study

Improving an online higher education pharmacology course based on students’ perception

A comparative study of interactive and conventional teaching methods in pharmacology for better clinical application

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