Perceptions and Preferences of Different Teaching and Evaluation Methodologies Amongst First Year Undergraduate Medical Students

Kaur, Simran; Chopra, Deepti

doi:10.5958/2231-6728.2014.00904.4

Cited by 3 publications

(2 citation statements)

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“…Intrigued by the variations due to the differences in the level of interactivity and the role of the learner, we hypothesized that the effectiveness of virtual versus face-to-face mode of conduct, as perceived by the postgraduate students, in facilitating their overall learning may differ across the spectrum of leader-centered and participant-centered academic activities. The perception of the students remains one of the most accepted, cogent, and unfailing criteria to understand the learning experience of a given strategy ( 24 ) and helps us to gain insights regarding the sustainability of the newer strategies ( 19 ). However, there was an unavailability of validated questionnaires to assess the student’s perception of the effectiveness of virtual versus face-to-face conduct of postgraduate academic sessions.…”

Section: Introductionmentioning

confidence: 99%

Student perceptions on synchronous virtual versus face-to-face teaching for leader-centered and participant-centered postgraduate activities during COVID-19

Chandran

Kaur

Deepak

2021

Advances in Physiology Education

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Consequent to the unprecedented COVID-19 pandemic, pedagogic changes were introduced in postgraduate courses in Physiology, where face-to-face teaching was replaced with synchronous virtual mode for leader-centered (seminar, symposium) and participant-centered (journal club, group discussion) academic activities. We hypothesized that the effectiveness of virtual and face-to-face modes as perceived by postgraduate students in terms of facilitating their overall learning may differ across the spectrum of leader-centered and participant-centered activities. To assess the same, we designed and administered a comprehensive, structured, and validated feedback questionnaire. Postgraduate students ( n = 29) rated virtual sessions significantly more convenient, but less attentive and comprehensible, and reported better audiovisual experience during face-to-face sessions. Students rated flexibility to attend, self-paced learning, ability to revise, lookup for information in real time, and accessibility to distant expertise as important features of virtual sessions and instant feedback, eye-to-eye contact, and ability to interact in the group for face-to-face sessions. Virtual and face-to-face sessions were perceived as equally effective in facilitating their overall learning for the conduct of leader-centered seminars and symposia. However, face-to-face sessions were considered more effective for the conduct of participant-centered group discussions and journal clubs. During the pandemic, students perceive the synchronous virtual mode as an equally effective alternative for the conduct of leader-centered academic activities, but face-to-face teaching is still preferred for the conduct of participant-centered academic activities.

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Section: Introductionmentioning

confidence: 99%

Student perceptions on synchronous virtual versus face-to-face teaching for leader-centered and participant-centered postgraduate activities during COVID-19

Chandran

Kaur

Deepak

2021

Advances in Physiology Education

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“…10 Literature however revealed that students perception is one of the most powerful and highly accepted criteria to determine their learning experience of a new strategy and to predict sustainability of that strategy. 11,12 The results of our study showed virtual journal club was extremely convenient to vast majority (86.62%, n=298) of our residents. Most (81.39%, n=280) of our residents agreed that VJC improved their knowledge, attitude and skills that supported them in their delivery of patient care.…”

Section: Journal Clubmentioning

confidence: 69%

Transition from physical to virtual journal club.

Faaiz Ali Shah,

Khalid Mahmood Qureshi,

Ayesha Saeed

2023

TPMJ

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Objective: To determine the effectiveness of Orthopaedic virtual journal club started during COVID-19 pandemic. Study Design: Descriptive Cross sectional. Setting: Orthopaedic & Traumatology Division Lady Reading Hospital Peshawar, Pakistan. Period: 6th February 2021 to 6th June 2023. Material & Methods: We selected one original article which was published in Journal of Pakistan Orthopaedic Association (JPOA).The author of that article would present it in synchronous virtual journal club (VJC) on Zoom. Orthopaedic residents from all over Pakistan attended the VJC. All the residents provided feedback (on 5 point Likert scale) by answering 11 questions related to various aspects of their learning experiences which were analyzed to measure the effectiveness of VJC. Results: We conducted 12 VJC on various topics. The total number of post graduate residence who attended these VJC were 380. Final year residents were more likely to attend VJC than first year residents (p=0.02). After 12 VJC the mean resident participation was 42±1.2. We received the feedback forms of 344(90.52%) residents. The VJC was extremely convenient to vast majority (86.62%, n=298) of residents. The VJC was perceived very effective and extremely valuable by 90.11% (n=310) and 84.59% (n=291) residents respectively. Majority (90.11%, n=310) of our residents strongly agreed that VJC provided them more understanding of writing an original article. Conclusion: Our transition from physical to virtual journal club was very fruitful. Virtual Journal club was an extremely convenient, very effective and extremely valuable form of distant learning. Knowledge, attitude and skills of the residents were improved which support them in their delivery of patient care and improved patient clinical outcome. The VJC provided the residents more understanding of writing an original article.

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Planning and implementation of participant-centric group activity on research methodology: perceptions of postgraduate medical students in physiology

Revand

Kaur

Deepak

et al. 2023

Advances in Physiology Education

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Knowledge about the key steps in 'Research methodology' is necessary for all the postgraduate students, who are enrolled in medical profession. The objective of the present study was to plan, design and implement a participant-centric postgraduate skill development activity to inculcate the key principles and components of 'Research methodology'. It included three goal-oriented component group exercises, namely: (i) Framing a research question, (ii) Critiquing a research article and (iii) Writing a research protocol. Out of 25 eligible postgraduate students of our department, 20 participated in all the three component group exercises, and they were included in the study. Feedback was obtained from them on a five-point Likert scale after the group exercises. In addition, students were also asked to provide open-ended comments for further improvement of the session. Data from participants' feedback suggested that majority of the participants expressed satisfaction regarding the plan, conduct and learning experience of the postgraduate activity. Therefore, participant-centric group activity could be an innovative approach in postgraduate medical education to inculcate basics of 'Research methodology'. It can provide additional emphasis on the components of self-directed learning through individual exercises and unsupervised group dynamics. Supervised group dynamics can inculcate skills of critical thinking, acceptance, communication skills, and teamwork.

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Perceptions and Preferences of Different Teaching and Evaluation Methodologies Amongst First Year Undergraduate Medical Students

Cited by 3 publications

References 0 publications

Student perceptions on synchronous virtual versus face-to-face teaching for leader-centered and participant-centered postgraduate activities during COVID-19

Student perceptions on synchronous virtual versus face-to-face teaching for leader-centered and participant-centered postgraduate activities during COVID-19

Transition from physical to virtual journal club.

Planning and implementation of participant-centric group activity on research methodology: perceptions of postgraduate medical students in physiology

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