Contraception module: innovative strategies to improve students learning

Jayasree, M.; Arunasolamme, Bupathy

doi:10.18203/2320-1770.ijrcog20150734

Cited by 1 publication

(1 citation statement)

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“…11 Researchers have used a variety of teaching-learning strategies, such as, video clippings, role plays and case scenarios, to increase the attention span of the students during learning sessions. [24][25][26] Limitations of the present study were that it was conducted on only one batch of 55 first-year medical students using case scenarios pertaining to reproductive physiology. The students could not be exposed to real-life patients due to time constraints of the first year MBBS course.…”

Section: Discussionmentioning

confidence: 99%

Effect of case-based learning in reproductive physiology on cognitive domain scores of first-year medical students in Western India

Bhattacharya

Malgaonkar

Kartikeyan

2017

Int J Reprod Contracept Obstet Gynecol

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Background: The Medical Council of India has recommended early clinical exposure, problem-oriented approach and case-based learning throughout the graduate medical curriculum. Case-based learning is a teaching-learning model that helps effective use of student and faculty time.Methods: This complete-enumeration, before-and-after type of educational intervention study (without controls) was conducted in a municipal medical college in Western India. After explaining the objectives of the study to first-year medical students, aged 18 years and above, of either sex, written informed consent was obtained from students (n=55) who were willing to participate in the study. The pre-test was conducted after lectures by faculty from the Departments of Physiology and Community Medicine. An identical post-test was administered after case-based learning, which was conducted by the same faculty in two sub-groups. The outcome studied was the difference in cognitive domain scores after attending lectures (by a pre-test) and case-based learning (by a post-test).Results: The overall mean score increased from 5.36 ± 0.97 (95% CI: 5.11 - 5.62) in the pre-test to 6.49 ± 1.14 (95% CI: 6.19 - 6.79) in the post-test. The differences between the pre- and post-test correct responses were statistically significant for two questions.Conclusions: The participating first-year medical students had adequate basic knowledge of reproductive physiology. Gender differences in correct responses were statistically significant for few questions. Use of case scenarios enhanced cognitive domain scores.

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Section: Discussionmentioning

confidence: 99%