The Experiences of Medical Graduates to Peer Teaching in a Large Group

Medical education is persisting to be chiefly structured around faculty authority and didactic lectures. This upholds idiosyncratic spirited milieu rather than the two-way ones desirable for the relevance in current clinical practice. The present study was set to refurbish the at hand scenario by the assimilation of active learning strategy as seminars in human anatomy curriculum of medical undergraduate program. The underlying purpose of this study was to evaluate the inclusion of varied modalities of active learning stratagem. The aim was also to construct an interactive two-way classroom prospects for thorough understanding, conceptualizing, problem solving, and utilizing student oriented presentations to elucidate multifarious subject concepts in an easy and de novo approach. The study was conducted on First Professional MBBS students in the Department of Anatomy at the Institute by a seminar activity for active comprehension followed by student feedback. A qualitative and quantitative analysis was done where close-ended questions were concerned with the usefulness of the activity and significant aspects related to the understanding of anatomy. The scores for student feedback were graded in a five-point Likert's scale. The institutional experience of facilitators of this tertiary care institution and their efforts in successful implementation of seminar activity have set an example and responsibility for the medical educators all over the globe to use more and more of such instructional approaches.