TY - JOUR
T1 - A way forward for teaching and learning of Physiology
T2 - Students’ perception of the effectiveness of teaching methodologies
AU - Rehan, Rabiya
AU - Ahmed, Khalid
AU - Khan, Hira
AU - Rehman, Rehana
N1 - Publisher Copyright:
© 2016, Professional Medical Publications. All rights reserved.
PY - 2016/11/1
Y1 - 2016/11/1
N2 - Objective: To compare the perception of medical students on the usefulness of the interactive lectures, case-based lectures, and structured interactive sessions (SIS) in teaching and learning of Physiology. Methods: A cross-sectional study was carried out from January to December 2012 at Bahria University Medical & Dental College, Karachi, which had qualitative and quantitative aspects, assessed by selfreported questionnaire and focused group discussion (FGD). The questionnaire was distributed to 100 medical students after completion of first year of teaching of MBBS Physiology. The data was analyzed using SPSS version 15. Differences were considered significant at p-values <0.05 after application of Friedman test. Responses of FGD were analyzed. Results: All the teaching methodologies helped in understanding of precise learning objectives. The comprehension of structure and functions with understanding of difficult concepts was made best possible by SIS (p=0.04, p<0.01). SIS enabled adult learning, self-directed learning, peer learning and critical reasoning more than the other teaching strategies (p< 0.01). Conclusion: SIS involved students who used reasoning skills and power of discussion in a group to comprehend difficult concepts for better understanding of Physiology as compared to interactive and casebased lectures.
AB - Objective: To compare the perception of medical students on the usefulness of the interactive lectures, case-based lectures, and structured interactive sessions (SIS) in teaching and learning of Physiology. Methods: A cross-sectional study was carried out from January to December 2012 at Bahria University Medical & Dental College, Karachi, which had qualitative and quantitative aspects, assessed by selfreported questionnaire and focused group discussion (FGD). The questionnaire was distributed to 100 medical students after completion of first year of teaching of MBBS Physiology. The data was analyzed using SPSS version 15. Differences were considered significant at p-values <0.05 after application of Friedman test. Responses of FGD were analyzed. Results: All the teaching methodologies helped in understanding of precise learning objectives. The comprehension of structure and functions with understanding of difficult concepts was made best possible by SIS (p=0.04, p<0.01). SIS enabled adult learning, self-directed learning, peer learning and critical reasoning more than the other teaching strategies (p< 0.01). Conclusion: SIS involved students who used reasoning skills and power of discussion in a group to comprehend difficult concepts for better understanding of Physiology as compared to interactive and casebased lectures.
KW - Case-based sessions
KW - Interactive lectures
KW - Physiology teaching and learning
KW - Students’ perceptions
UR - http://www.scopus.com/inward/record.url?scp=85007421338&partnerID=8YFLogxK
U2 - 10.12669/pjms.326.10120
DO - 10.12669/pjms.326.10120
M3 - Article
AN - SCOPUS:85007421338
SN - 1682-024X
VL - 32
SP - 1468
EP - 1473
JO - Pakistan Journal of Medical Sciences
JF - Pakistan Journal of Medical Sciences
IS - 6
ER -