Evaluation of Physiology Teaching Methods in Chandrapur Government Medical College
DOI:
https://doi.org/10.21276/18fcwp49Keywords:
Physiology, Lectures, Medical students, Teaching learning methodsAbstract
Background: The primary goal of medical education is to produce quality doctors and not just quantity. Heightened focus on the quality of teaching in the new medical college has led to increased use of student surveys as a means of evaluating teaching.
Aim: This study was undertaken to evaluate various teaching methods and skills adopted by a teacher in Physiology lectures by first year MBBS students of two successive batches admitted in newly established Chandrapur Government Medical College.
Methods: A pre-validated questionnaire consisting of 18 questions was given to 100 first year medical students of first two successive batches towards the end of their academic year and feedback was taken in the form of selecting the most appropriate option applicable (OPTION: A = Always, M = Most Often, S = Sometimes, N = Never). Total numbers of A, M, S and N were calculated and given 3, 2, 1 and 0 marks for every A, M, S and N circled respectively. Maximum possible score was 54. 45 to 54 marks – Exceptional teaching skills, 30 to 44 marks – Superior teaching skills, 15 to 29 marks – Average teaching skills, 0 to 14 marks – Room for improvement.
Results: In the first batch, maximum score was given for having clarity with the concepts and being audible, using simple language and audio-visual aids and explaining them their errors and how better they can perform. In second batch, apart from this, maximum score was given for relating the topic with their lives, giving examples, summarizing the concepts, asking them to answer questions, applying information in solving problems, encouraging them to learn in different ways, listening their comments, giving them feedback and finding out frequently whether every student has learnt the skills.
Conclusion: Every medical teacher who delivers a lecture should make teaching meaningful with clarity in the concepts and audibility, promoting active learning by the students, understanding the individual differences, giving feedback at regular intervals and ensuring mastery in the subject.
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