alternate teaching learning methods a welcome idea among students!

A. Jamuna Rani et al., IJSID, 2012, 2 (5), 113-116

International Journal of Science Innovations and Discoveries, Volume 2, Issue 5, September-October 2012 113

ALTERNATE TEACHING LEARNING METHODS-A WELCOME IDEA AMONG STUDENTS!

A.Jamuna Rani*, Prof. Dr. A. J. Manjula Devi, Prof .Dr. S.V. Mythili, Dr.V.S. Kalaiselvi, Dr.B.ShanthiDept. of Biochemistry, Sree Balaji Medical College & Hospital, Chromepet, Chennai, Tamil Nadu, India

INTRODUCTION

INTRODUCTION

ISSN:2249-5347IJSID

International Journal of Science Innovations and Discoveries An International peerReview Journal for Science

Review Article Available online through www.ijsidonline.info

Received: 26-08-2012

Accepted: 13-10-2012

*Corresponding Author

Address:Name:A Jamuna RaniPlace:Channai, Tamil Nadu, IndiaE-mail:[email protected]

ABSTRACT

Teaching Biochemistry needs a lot of preparation to simplify the comprehensionof the subject. This study was undertaken to compare as well as check the effectiveness oftwo different teaching learning media. In a batch of 100 M.B.B.S students chemistry ofproteins was taught to 50 students using a PowerPoint with animation. Another 50students were taught using a black board and chalk aided with three dimensional modelsof structures of proteins. At the end of the class an objective type assessment wasconducted. Also a feedback on the teaching learning media was collected. There wasn’t asignificant difference in the performance surely the use of models was welcome idea as itwas a change from the power point presentation. Then the next day the entire class had aquick recap of the previous class using both the teaching media. After that a feedback wascollected and a majority of students voted for a combination of both media.Key words: Teaching Learning methods, Models, Biochemistry, chalk. Power point



INTRODUCTIONFollowing the quotes of Sir William Osler in his book titled –The Student Life-“The successful teacher is no longer on aheight 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.Aim of the studyTo assess the effectiveness of two different teaching-learning Medias by conducting an interventional study in themedical college programs.

Materials and MethodsEthical clearance was obtained from the Institutional Ethical committee for this study and further students consentwas 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 useda. 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.Results

Statistical analysis was done using SPSS package.To ensure that neither group of the students miss the media used the same class was revised to the entire class duringthe 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.DiscussionThe results are suggestive that a lecture could be best when there is a combination of two or more media. Similar tothe finding of Dhaliwal.U.(6). A Few comments of the students in the feedback



Table 1 Mean of pre test and post test marksGROUP A BPRE TEST 2.82 2.90POST 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 clearfluency 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.CONCLUSIONAt the end of the class our inference was to use teaching learning aids wherever applicable and that combination oftwo 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.

ACKNOWLEGEMENTWe thank all the first year medical students of 2011-2012 batch of Sree Balaji Medical College for their participationin this studyREFERENCES1. Satendra Singh,Savita Singh,Shika Gautam Teaching styles and approaches: medical students perceptions of animation-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 forvideos 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 vol20(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 8th May 19996. Dhaliwal.U University college of medical sciences, Delhi A prospective study of medical students ‘prospective of teachinglearning 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 itsapplication in medical education. Sudanese journal of Public Health: July2007, Vol.2 (3)



8. 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.

alternate teaching learning methods a welcome idea among students!

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