Physiology Teaching-Learning Methodology-1st Yr MBBS Student’s Perspective at Government Medical College
DOI:
https://doi.org/10.37506/kh64ty03Keywords:
Teaching-Learning Methodology, Active Learning, First-Year MBBS Students, Teaching Aids, Early Clinical Exposure, Case-Based Learning.Abstract
Background: Medical Physiology is a fundamental component of the undergraduate medical curriculum, essential for developing a deep understanding of clinical practice. Traditionally, medical education has relied on teacher-centered approaches; however, recent trends emphasize student-centered methods such as active learning. This study investigates the perceptions of first-year MBBS students at Mysore Medical College and Research Institute regarding various teaching-learning methodologies and their effectiveness.
Objectives: This study aims to identify preferred and least preferred teaching-learning approaches among first-year MBBS students and to explore the qualities of teachers that most influence student learning.
Methods: An observational, cross-sectional study was conducted using a self-administered, structured questionnaire. The study was carried out from October 1, 2023, to December 31, 2023, with 108 out of 150 students participating. The questionnaire, validated through a pilot study, was analyzed using MS Excel to determine preferences in teaching methods, aids, and teacher qualities.
Results: The study found that practical classes were the most favored teaching method (60%), while conventional didactic lectures were the least preferred (10%). Early clinical exposure classes (25%) and small group discussions (15%) were also positively received. Among teaching aids, a combination of blackboard and PowerPoint presentations (53%) was preferred, followed by video demonstrations (22%). Case-based lectures (48%) were identified as the most effective method for active recall, with quizzes (20%) and role plays (16%) also favored. The ideal lecture duration was 45 minutes (60%). The most valued teacher qualities were the ability to simplify concepts (73%)
Conclusion: The study indicates a strong preference for active learning methods such as practical classes and early clinical exposure over traditional lectures. Effective teaching strategies should incorporate a blend of modern aids and interactive approaches to enhance student engagement and learning outcomes. Additionally, teachers who simplify complex concepts and possess deep subject knowledge are highly valued by students.
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