PERSPECTIVE COMPARISON OF VARIOUS TEACHING METHODOLOGIES EMPLOYED IN TEACHING OF FIRST YEAR MBBS STUDENTS

Abstract

Objective: To assess the perception of first-year MBBS students about different teaching methodologies and providing valuable suggestion in formulation of effective medical education curriculum. Understanding of basic subject like Biochemistry plays a significant role in development of future clinician. The student not only provides deep knowledge of different metabolic process inside our body but also establishes the diagnosis of various diseases. Therefore, developing effective and integrated subject-matter learning will enable an emerging student to build a strong foundation. Additionally, regular evaluations of effective teaching methodologies will help further.

Methods: The data was analyzed from the feedback form of a questionnaire from the first-year student at the end of six month of their curriculum year. The self-administered questionnaires were related to different teaching methodologies, its effectiveness in development of knowledge, exam preparedness.

Results: Regarding the combination approach of all the teaching methods like Lecture Session (LS), Clinical Case Session (CCS), Self Group Discussion (SGD) and Experimental Skill Session (ESS), most students (94.0%) felt that understanding the biochemistry subject becomes better. Additionally, 93.5 % believe that combined methodologies highlight biochemistry's applicability in clinical medicine.

Conclusion: Throughout the study, combination of teaching methodologies is better perceived by majority of the students in understanding of the biochemistry subject. As per the study, blending of teaching methodologies are better than a single method because inherent cons of one is compensated by the other.