Writing Instructional Objectives

Singh, Tejinder

doi:10.5005/jp/books/11904_7

Cited by 3 publications

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“…Further, with the current method of didactic teaching the focus of learning remains more on the lower taxonomic levels in the cognitive domain. [ 1 ] Hence, there is a need to try new interactive methods of teaching–learning for clinical postings.…”

Section: Introductionmentioning

confidence: 99%

Is “modular” the way to go for small group learning in community medicine in undergraduate clinical postings?

Chavda¹,

Pandya²,

Solanki³

et al. 2016

Int J App Basic Med Res

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Context:There is a need to shift from the didactic lecture-based instruction to more student-centered active learning methods for undergraduate teaching in community medicine.Aims:To compare didactic and modular method of learning on Level 1 and 2 on Kirkpatrick’s training evaluation model.Settings and Design:This was a two-arm educational intervention study for a small group of the 2nd year MBBS students in their 4th semester during clinical posting in the subject of community medicine.Subjects and Methods:The topic chosen was “rabies prophylaxis” in the 2nd clinical posting during 4th semester. With permission from Institutional Ethics Committee, first batch of 17 students was taught this topic by didactic method. Next batch of 22 students was taught by the modular method. A self-reading module was prepared for this study and validated by three teachers. What was different in modular teaching was a circular sitting arrangement, module reading by students, video presentation, and exercise using case vignettes.Statistical Analysis Used:Student’s t-test was used for pre- and post-test score comparison and Mann–Whitney U-test for students' responses on Likert scale.Results:The mean gain in obtained marks after modular learning (7.9/15) was significantly higher as compared to gain after didactic teaching (5.9/15) (P = 0.0038); more students asserted to be confident to manage a case in modular group compared to the didactic group (P < 0.05) indicating a higher level of learning through modular teaching.Conclusions:Modular teaching fares better than didactic method and hence should be used more frequently in community medicine clinical posting.

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Section: Introductionmentioning

confidence: 99%

Is “modular” the way to go for small group learning in community medicine in undergraduate clinical postings?

Chavda¹,

Pandya²,

Solanki³

et al. 2016

Int J App Basic Med Res

View full text Add to dashboard Cite

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Professionalism and ethics: A proposed curriculum for undergraduates

Mahajan

Aruldhas

Sharma

et al. 2016

Int J App Basic Med Res

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Professionalism is the attributes, behaviors, commitments, values, and goals that characterize a profession. In medical professional, it encompasses strong societal role and involves emotional component too. On the other hand, ethics is the study of morality – careful and systematic analysis of moral decisions and behaviors and practicing those decisions. Medical ethics focuses primarily on issues arising out of the practice of medicine. It is generally believed that professionalism and ethics are caught by watching your teachers and seniors and not taught formally. Professionalism and ethics are previously diffused passively to the students through “the hidden curriculum,” leaving a lot to chance. However, over the time, it has been advocated that graduates need to be formally trained in the concepts of professionalism and ethics. In this paper, we propose a formal curriculum on professionalism and ethics, tailor-made for Indian medical graduates.

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Modular Training in Critical Care: A Proposal

Rangappa,

Gupta,

Alva

et al. 2022

Journal of Acute Care

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Critical care medicine (CCM) is a universally recognized branch of specialized medicine that is ubiquitous, spreading from large metropolitan cities to 2-tier cities, to district headquarters hospitals. Training in CCM is necessary to manage patients who need intensive care management. CCM warrants having high-quality training that imparts sound theoretical and practical knowledge. Additionally, the training must be uniform throughout the nation. Uniformity of training assures a standard form of care anywhere in the country and enhances the chance of employability of the candidates irrespective of place of training. Toward this effort, we propose the implementation of a "modular training program" in Intensive Care Medicine. This aims to maintain uniformity of syllabus, uniformity of training regarding practical skills, incorporate access to national-level training, through structured training and educational programmes that include online/offline classes, standardized internal assessment/evaluation as well as external examination and certification. This training encompasses incorporates impetus for research activity, during the training period.

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Writing Instructional Objectives

Cited by 3 publications

References 0 publications

Is “modular” the way to go for small group learning in community medicine in undergraduate clinical postings?

Is “modular” the way to go for small group learning in community medicine in undergraduate clinical postings?

Professionalism and ethics: A proposed curriculum for undergraduates

Modular Training in Critical Care: A Proposal

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