Evaluation of correlated integrated teaching programme among undergraduate medical students

Stalin, P; Bazroy, Joy; Singh, Zile; Divija, R; Velavan, A.; Veerappan, I; Arokiaraj, MC; Venkatachalam, J; Maghida, S; Sundararaju, P

doi:10.5958/j.2231-6728.4.1.010

Cited by 4 publications

(3 citation statements)

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“…Different types of activities were conducted to train the students and results shows that the students were more interested for learning in small group, similar to previous studies conducted in the same institute. [14][15][16] In this study, it was found that, of all the different activities that were carried out during the ROME posting, "conducting survey" and "data entry and analysis" were most popular with maximum percentage of the medical students opting good, very good and excellent on Likert Scale. Similarly in a study on the usefulness of ROME posting by Chauhan et al, it was shown that there was significant increase in the knowledge level among undergraduate medical students as per the feedback received from them regarding the data entry, analysis and report writing, which clearly shows that students were interested in the above said activities.…”

Section: Discussionmentioning

confidence: 96%

ROME: a tool to train under graduate medical students as community health care providers

Konduru¹,

Mishra²,

Manikandan³

et al. 2018

Int J Community Med Public Health

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Background: Re-Orientation of Medical Education (ROME) program is relatively a new teaching and learning method for undergraduate medical students which enables them to achieve the knowledge and skills to provide effective community health care. Objective of this study was to find out which of the various activities that were carried out during the ROME posting helped them to achieve the required knowledge and skills to provide effective Community Health Care.Methods: A descriptive study was conducted among 101 undergraduate MBBS students who participated in the ROME posting under the Department of Community Medicine of a medical college in Puducherry. Predesigned and pretested questionnaire was used to get the feedback regarding the various teaching-learning methods applied during this ROME posting which was carried out for one full month and about various activities that were carried out by the students such as clinical examination, data collection, data entry and analysis, development of IEC materials and their administration, organizing medical camps, maintaining drug inventory, sanitation campaign and report writing under the supervision of Intern, PG and faculty.Results: “Learning through performing individual tasks” was the most popular teaching-learning method. “Conducting survey” and “data entry” were the most sought after activities by the students.Conclusions: ROME posting helps in motivating undergraduate medical students to apply the principles of comprehensive approach towards various medical problems and thereby fulfill the ultimate aim of creating efficient Community Health Care Providers.

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Section: Discussionmentioning

confidence: 96%

ROME: a tool to train under graduate medical students as community health care providers

Konduru¹,

Mishra²,

Manikandan³

et al. 2018

Int J Community Med Public Health

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“…Students may or may not enjoy sessions on innovative teaching–learning methods; in that case, feedback from students help to modify it into a more effective and acceptable method of teaching. [ 4 5 6 7 ] If the teaching method is based on their feedback, students actively take part in planning, execution, and evaluation processes. [ 8 ] Feedback highlights the critical challenges that need to be focused by the faculty and medical education unit.…”

Section: Introductionmentioning

confidence: 99%

Learning by doing: Smartphone app in undergraduate medical students' research

Sahanaa

Mishra

2018

J Edu Health Promot

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INTRODUCTION:In communication process, feedback plays a major role. Usually, a formal/informal feedback is collected from students on their experience and understanding about the tasks given by the mentor to assess the learning process. Receiving high-quality feedback (positive or negative) is valuable from multiple perspectives. Students may or may not enjoy sessions on innovative teaching–learning methods; in that case, feedback helps to modify it into a more effective and acceptable method of teaching.METHODOLOGY:With an objective to understand the students’ perception on a smartphone app in community-based research, a cross-sectional study was planned among undergraduate students posted for the re-orientation of medical education. Epicollect5, a mobile app, was used for data capture. Students were requested to submit their feedback by using the same app which they had used during the survey. The received feedback was analyzed and presented in proportions.RESULTS:Students shared that the new tool was easy to install (97.5%), user friendly (100%), saved time in data collection and data entry (100%), and they also missed the usual practice of paper-based questionnaire survey (12.5%) and data entry in excel sheet (7.5%).CONCLUSION:The students liked and enjoyed the paperless method of data collection and entry which saved time and improved the quality of the data. They were also interested to learn more on the designing or framing the questionnaire in app and planned to use the app in future research. The feedback conveyed the immense welcome for new technology by the students into medical curriculum.

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“…The study findings in our study are similar to a study conducted by Stalin et al on integrated teaching program among undergraduate medical students. 7 On the basis of their findings, active teaching-learning method creates interest among students, and it is an effective learning method for them to learn the subject in a better manner.…”

Section: Discussionmentioning

confidence: 99%

Tutorials: an effective and interactive method of teaching undergraduate medical students

Kumar

Kandhasamy

Chauhan

et al. 2016

Int J Community Med Public Health

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Background: There is growing concern among medical educators that conventional modes of teaching medical students neither encourage the right qualities in students nor impart a lifelong respect for learning. The aim is to study the perception of undergraduate medical students about tutorials as a teaching learning method. Methods: A cross-sectional study was conducted among 7 th semester M.B.B.S students of Pondicherry Institute of Medical Sciences. A tutorial session was conducted among 71 medical undergraduate students who were divided into 6 groups. The handouts were distributed to all the groups. Tutorial was conducted by trained faculty of the department of community medicine. At the end of the tutorial, a predesigned pretested questionnaire with responses prepared using Likert"s scale was given to all students to record their responses and feedback. Proportions of students" response for various items were calculated and analysed using SPSS software. Results: Among the students who participated in the tutorial session 45 (63.4%) said that they could understand the topic better in tutorial. 49 (69%) students felt time management was better in a tutorial as compared to lecture. 55 (77.5%) expressed that tutorials are more interactive than a lecture. Conclusions: To conclude, the medical undergraduates felt that tutorial is an effective method of teaching learning process.

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Evaluation of correlated integrated teaching programme among undergraduate medical students

Cited by 4 publications

References 4 publications

ROME: a tool to train under graduate medical students as community health care providers

ROME: a tool to train under graduate medical students as community health care providers

Learning by doing: Smartphone app in undergraduate medical students' research

Tutorials: an effective and interactive method of teaching undergraduate medical students

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