Alternate teaching learning methods a welcome idea among students!


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Alternate teaching learning methods a welcome idea among students!

  1. 1. A. Jamuna Rani et al., IJSID, 2012, 2 (5), 113-116 ISSN:2249-5347 IJSID International Journal of Science Innovations and Discoveries An International peer Review Journal for Science Review Article Available online through ALTERNATE TEACHING LEARNING METHODS-A WELCOME IDEA AMONG STUDENTS! Dept. of Biochemistry, Sree Balaji Medical College & Hospital, Chromepet, Chennai, Tamil Nadu, India A.Jamuna Rani*, Prof. Dr. A. J. Manjula Devi, Prof .Dr. S.V. Mythili, Dr.V.S. Kalaiselvi, Dr.B.ShanthiReceived: 26-08-2012 ABSTRACT Teaching Biochemistry needs a lot of preparation to simplify the comprehensionAccepted: 13-10-2012 of the subject. This study was undertaken to compare as well as check the effectiveness of two different teaching learning media. In a batch of 100 M.B.B.S students chemistry of*Corresponding Author proteins was taught to 50 students using a PowerPoint with animation. Another 50 students were taught using a black board and chalk aided with three dimensional models of structures of proteins. At the end of the class an objective type assessment was conducted. Also a feedback on the teaching learning media was collected. There wasn’t a significant difference in the performance surely the use of models was welcome idea as it was a change from the power point presentation. Then the next day the entire class had a quick recap of the previous class using both the teaching media. After that a feedback was collected and a majority of students voted for a combination of both media. Key words: Teaching Learning methods, Models, Biochemistry, chalk. Power pointAddress:Name: INTRODUCTIONA Jamuna RaniPlace:Channai, Tamil Nadu, INTRODUCTION 113 International Journal of Science Innovations and Discoveries, Volume 2, Issue 5, September-October 2012
  2. 2. A. Jamuna Rani et al., IJSID, 2012, 2 (5), 113-116 Following the quotes of Sir William Osler in his book titled –The Student Life-“The successful teacher is no longer on a INTRODUCTIONheight pumping knowledge at high pressure into passive receptacles…He is a senior student anxious to help his juniors”.(1)We as teachers are constantly thinking of innovative methods to make the class interesting for students. In medicaleducation trainers should expose students to variety of models, and help students set realistic expectations for their academicaccomplishments. (2), (3) As a result the education of undergraduate medical students has been continually enhanced throughinnovative teaching methods. Moreover different aspects of Teaching-learning media, which allows interaction and help recallought to be assessed for each batch of students encouraged among the faculties of each department. (4)&(5) With thisbackground in mind we tried to assess the feedback of students on two different teaching-learning media. To assess the effectiveness of two different teaching-learning Medias by conducting an interventional study in theAim of the studymedical college programs. Ethical clearance was obtained from the Institutional Ethical committee for this study and further students consent Materials and Methodswas also taken after briefing them on the need for the study. I M.B.B.S students were made to be seated in an alphabeticalorder. The first 45 were grouped as A and the remaining students were grouped as B. This was done to ensure randomization.1. Age group: 16-17 yrs.2. Lecture on: Chemistry of proteins.3. 2 different teaching-learning media used a. PowerPoint presentation to teach A group4. Number of students: 45 students (23 girls and 22 boys). a. Blackboard and chalk aided with 3 D Models to teach B group.5. Number of students: 43 students 22 girls and 21 boys6. An objective type pretest and posttest were given to the students. Also a feedback of the class was collected. Statistical analysis was done using SPSS package. Results To ensure that neither group of the students miss the media used the same class was revised to the entire class during the next session using a combination of power point, black board chalk and 3D models, After the session using thecombination of two different media. The combination of PowerPoint, blackboard and chalk aided with models was rated bestby 58 percent students. PowerPoint alone by 26 percent students, Blackboard and chalk aided with 3D models by16 percentstudents. The results are suggestive that a lecture could be best when there is a combination of two or more media. Similar to Discussionthe finding of Dhaliwal.U.(6). A Few comments of the students in the feedback 114 International Journal of Science Innovations and Discoveries, Volume 2, Issue 5, September-October 2012
  3. 3. A. Jamuna Rani et al., IJSID, 2012, 2 (5), 113-116 Table 1 Mean of pre test and post test marks GROUP A B PRE TEST 2.82 2.90 POST TEST 4.86 5.61 “A class with models and chalk is the best way to explain concepts in biochemistry; makes understanding easier” “Whatever is the 3D model or Power Point class the combination of teaching media along with good basics and clear fluency is awesome.” “Power point was good but the model explanation was easy to understand and visualize in mind” “Preferably a combination of both with less of Power Point presentation” The difference in performance of students was not statistically significant. The idea of models was a welcome amongmany students. This paper was presented and awarded the best paper at the national Medical Education conferenceMEDUCON 2011 by NTTC JIPMER Pondicherry on the 1st & 2nd of October. The comment of the chairperson was that suchmethodology of using 3D models would help the slow learners. At the end of the class our inference was to use teaching learning aids wherever applicable and that combination of CONCLUSIONtwo or more media makes the lecture interesting.(7)(8)&(9). As taught to us in medical education that enormous effortsshould go into the preparation for a class we have decided to spend time in making models wherever applicable. We proposeto repeat this teaching protocol for the coming batches and proceed the study further. We thank all the first year medical students of 2011-2012 batch of Sree Balaji Medical College for their participation ACKNOWLEGEMENTin this study1. Satendra Singh,Savita Singh,Shika Gautam Teaching styles and approaches: medical students perceptions of animation- REFERENCES based lectures as a pedagogical innovation. Pak J Physiol 2009;5(1)2. Dunn R,Dunn K. Teaching students through their individual learning styles. A practical approach. What is the need for videos in medical education? Reston, VA: Reston Publishing Company, 1978.3. D.I.Newble, N.J.Entwistle. Learning styles and approaches: implications for medical education. Medical Education vol 20(3), 162-175.May 1986.4. Trisha Greenhalgh: Computer assisted learning in undergraduate medical education. BMJ.2001 Jan 6; v 322(7277):40-445. Joseph K.Campbell BMJ trend spotting :fashions in medical education BMJ 318;1272 8 th May 19996. Dhaliwal.U University college of medical sciences, Delhi A prospective study of medical students ‘prospective of teaching learning media: reiterating the importance of feedback .J Indian Med Assoc.2007Nov;105(11):621-3,636.7. Samawal El Hakim MRCOG MSc MD,Rehab Elsayed MRCPCH,Alia Satti and Abdalla Yagoub. Learning Methods and its application in medical education. Sudanese journal of Public Health: July2007, Vol.2 (3) 115 International Journal of Science Innovations and Discoveries, Volume 2, Issue 5, September-October 2012
  4. 4. A. Jamuna Rani et al., IJSID, 2012, 2 (5), 113-1168. Martin Maleck ,MD, Martin R.Fischer ,MD,Birgit Kammer ,MD,Claudus Zeiler,MD,Eugen Mangel,MD,Franz Schenk,MD et al. Do computers teach better? A Media comparison study for Case –based teaching in Radiology July 2001 Radiographics, 21, 1025-10329. Renate Motschnig-Pitrik Andreas Holzinger Student –centered teaching meets new media: concept and case study. Educational Technology & Society 5 (4)2002. 116 International Journal of Science Innovations and Discoveries, Volume 2, Issue 5, September-October 2012