An Appraisal of Integrated Student Seminar as a Teaching Learning Tool

Background: Integrated student seminars, student-centric teaching tools though conducted frequently, have not been scientifically evaluated for their effectiveness. This study was planned to obtain feedback from students and faculty regarding its effectiveness and assess the knowledge gain in students. Methods: A total of 5–6 students of MBBS II profession presented seminar, whose preparation was guided by the faculty. Before the seminar, a prevalidated multiple choice questionnaire (MCQ) test was administered to all the students of MBBS II profession and the same test was administered at the end of the seminar (post-test 1) and after 1 month (post-test 2). At the end of seminar, feedback was taken from students and faculty on a prevalidated questionnaire regarding the effectiveness of integrated student seminar as a teaching learning tool. Results: A total of 58% students and 65% faculty perceived this method of learning as good and 30% students and 30% faculty considered it satisfactory. Students gave feedback that it improved presentation and communication skills (91%), created more interest (81%), better understanding of topic (75%), stimulated to carry out literature search (61%), and better memory retention (43%). A statistically significant improvement in MCQ test mean score was observed (preseminar test was 10.7±2.96., postseminar test 1 was 13.6±2.42, and postseminar test 2 was 12.9±2.85). Conclusion: Reformation in teaching and learning modes is the present day need; integrated student seminar is an effective learning method.