A Learner Centered Approach of Teaching and Learning in Pharmacology: A Questionnaire Based Analysis of Student Cognizance and Experiences
2020
Background: Innovative and flexible educational methods like Problem Based Learning
(PBL) and integrated teaching practices were integrated into the Pharmacology course
in a manner that they complement the didactic lectures or, completely replace the
lecture classes with the aim to optimize the educational atmosphere for a better learner
experience. Aim: The present study is an attempt to gather feedback on newer teaching
learning methods and audiovisual aids employed during the didactic lectures and small
group teaching sessions newly introduced into the curriculum. Methods: The study is
a cross sectional questionnaire-based analysis. The questionnaires were distributed to
the second-year medical students inviting them to share their opinion on usefulness
of current teaching-learning methods. The data collected was analyzed by means of
descriptive statistics. Results: The students rated small group discussions and small testsassessment for learning to be more useful in understanding the subject as well as scoring
more marks in the examinations (Likert score of 4.5 and 4.51 respectively). Didactic
lectures were less useful with a Likert score of 3.71. Both problems based learning
and integrated teaching scores were equivocal with more students favoring integrated
teaching. Conclusion: Student feedback forms the backbone for continuing revisions of
undergraduate curriculum with the aim of making the subject more learner-oriented and
practically relevant. Constant review of our current methodology will reflect on success
of newer teaching-learning methods introduced in encouraging learning. It would enable
us to incorporate appropriate changes in curricula where and when necessary.
Key words: Teaching learning methods, PBL, Integrated teaching, Student perception,
Audiovisual aids, Active learning.
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