Introduction of Class-room quality circles among 1st year MBBS students and its effect on students learning

Abstract

AIM: The aim of this interventional study was to introduce classroom quality circles (QCs) among first-year MBBS students, to assess the effectiveness of QCs on learning experience of the students, and to evaluate the students' satisfaction level during the process of learning. MATERIALS And METHODS: A problem pool was created through a questionnaire. The study was carried out in the department of biochemistry, for a period of 6 months. Student's quality circle (SQC) group of five students was created. Then, feedbacks were collected from students by SQC after every class/topic delivered, and fortnightly meeting was held between the SQC group and faculty members of the department, and issues were brought to focus depending on these feedbacks collected by them. Possible initiatives and improvements were done on teaching–learning strategies depending on the outcome of these discussions. RESULTS: The effectiveness of SQC group was assessed by a pre-post questionnaire (Questionnaire-3) feedback from the students and scoring was done based on 5-point Likert scale. There was a statistically significant difference ( P = 0.009) between the mean of pre-post questionnaire. To analyze the students' satisfaction level, a set of questionnaires were given to them and scoring was done. Thirty-four students agreed, 11 students were neutral, and 6 students were disagreed, that introduction of SQC was effective in solving their problems related to teaching and learning of biochemistry. CONCLUSION: SQC creates an environment of student centric, fairness, student empowerment, improving solving skills. Implementation of student-generated feedback through introduction of SQC has improved the quality of the course as well as its delivery. It complements and supplements in achieving students intended learning outcome and hence may contribute to overall learning quality in the long run.

The landscape of “quality circles for education” – a structured analysis

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Student Quality Circles in Secondary School

“…SQC are based on TQM principles such as collaboration, problem prevention, continuous improvement etc. The idea of SQCs was introduced at a conference held in Hong Kong in October 1994 [6]. After seeing its benefits, teachers in many countries have started applying these circles.…”

“…SQC are a small voluntary group of students (three to ten) who meet voluntarily under the supervision of a facilitator on a regular basis for about an hour each week to identify, analyze and solve problems related to their class or school by applying TQM tools and techniques [7]. It is also a group of student volunteers consisting of members who meet to complete the target task, suggest improvements in the task, and make presentations to their management with their ideas [6,3].…”

“…Schools have done studies on how to apply this method, and most of those schools agreed on the need to start training students on how to participate in these circles and what are their roles? How do they play those roles?A group of distinguished teachers were selected who trained the students [6]. The training usually lasted about two weeks, then the actual application in the classrooms began.The number of students in each group was determined from five to ten students, according to the size of the problem that will be studied, and they will meet at least once a week [9].…”

“…Quality circles meet regularly. The structure is flexible but often follows the outline below: [11,12,6] -Non-members: Students who choose not to participate in the quality circle cooperate with member students in implementing suggestions made by members.…”