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      Application of Classroom Assessment Techniques in Medical Education: Results From the Community Medicine Teaching and Learning Experience

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          Abstract

          Introduction

          Efficient delivery of medical education (ME) is crucial to improving the standards of future physicians or clinicians. India has been experiencing an enormous increase in medical colleges and student admissions into medicine. This has resulted in overcrowding and compromised the student-to-teacher ratio. Conversely, students and teachers face difficulties with learning and teaching, respectively. Classroom assessment techniques (CATs) offer an egalitarian and productive approach to student learning and evaluation. This study was conducted to understand the role of CATs in improving student learning and motivation during community medicine lectures. Further, this study assessed the classroom teaching and learning (TL) process.

          Method

          This study included 100 third-year medical students pursuing a Bachelor of Medicine and Bachelor of Surgery (MBBS) and 12 faculty members working at Great Eastern Medical School and Hospital (GEMS&H), Srikakulam, India. To facilitate learning and boost motivation, this study applied three CATs including a one-minute paper (OMP), muddiest point (MP), and student-generated test questions (SGTQs). After two months of applying CATs, the teachers and students were asked for feedback on their experiences. The data generated from feedback forms were tabulated and analyzed.

          Results

          According to 76% (76/100) of students, these strategies have stimulated their interest in learning community medicine. Besides, 64% (64/100) of students believed utilizing these strategies would improve their exam outcomes. Further, 77% (77/100) of students believed these methods must be applied in subsequent lessons. About 68% (68/100) of students thought other subject teachers should also employ these strategies. Of the 12 faculty members included in the study, they mostly liked the OMP (5; 41.66%) and MP technique (5; 41.66%).

          Conclusions

          Teachers and students have highly welcomed the utility of CATs to improve learning in community medicine. Of the three CATs applied, the OMP was the most popular with students, and teachers agreed that using OMP in the classroom along with MP would be beneficial. Most students and teachers were enthusiastic about employing additional TL strategies like CATs.

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          Creating a Student-centered Learning Environment: Implementation of Problem-based Learning to Teach Microbiology to Undergraduate Medical Students

          Venkataramana Kandi, Parimala Basireddy (2018)
          Introduction Medical education involves training necessary to become a physician or a surgeon. This includes various levels of training like undergraduate, internship, and postgraduate training. Medical education can be quite complex, since it involves training in pre-clinical subjects (anatomy, physiology, biochemistry), the para-clinical subjects (microbiology, pathology, pharmacology, and forensic medicine), and a discrete group of clinical subjects that include general medicine, surgery, obstetrics and gynaecology, ear, nose and throat specialization, paediatrics, cardiology, pulmonology, dermatology, ophthalmology, and orthopaedics, and many other clinical specializations and super specialities (cardio-thoracic surgery, neurosurgery, etc.). Training medical students involves both classroom teaching and practical applications. Classroom teaching is usually confined to didactic lectures, where the teacher unilaterally disseminates the information. This kind of teaching was recently noted to be not very effective in producing better quality medical graduates. The present study aims to introduce problem-based learning (PBL) to teach microbiology to undergraduate medical students and evaluate their perception towards such type of learning. Methods A total of 159 students were included in the study. An informed and oral consent was obtained from each participant, and the study was approved by the institutional ethical committee. All the students included in the study were grouped into 14 groups of 11-13 students. Students were carefully grouped ensuring that each group had a good mix that included different levels of achievers. Students were given a detailed introduction to the exercise before they started it. A questionnaire that consisted of 11 points was given to the students and they were asked to give feedback (strongly disagree, disagree, agree to some extent, agree, strongly agree) both on the functioning of PBL and the tutor performance during PBL. Results The study included a total of 159 students. Among the study participants, 55 (35%) were male and 104 (65%) were female. There was a positive response towards PBL being instrumental in improving cognitive skills as evidenced by the results (females (59%) and males (29%)) (p=0.191). We found that 61% females and 30% males felt that PBL was the best learning technique, as compared to traditional teaching (p=0.241). Most students were happy with the number of students in a group (females (63%) and males (34%)), but a few students felt that there would have been an improvement in the learning process if the groups were smaller (<10 students) (p=0.239). A positive response was given by the students regarding the feedback encouragement provided by the tutor (females (43%) and males (27%)) (p=0.253). Tutor evaluation by the students revealed some interesting observations, which include an agreement by most students that the tutor had completely avoided traditional teaching (females (55%), males (32%)) during the PBL sessions (p=0.001). Conclusion Most students liked PBL as it encouraged group discussions and presentations, which helped in retaining information and improving cognitive skills.
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            Classroom assessment techniques: an assessment and student evaluation method

            D.-M. Walker, D. Roland Walker, Dawn-Marie Walker (2012)
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              Modified Conventional Teaching: An Assessment of Clinical Biochemistry Learning Process Among Medical Undergraduate Students Using the Traditional Teaching in Combination with Group Discussion

              Sabitha Vadakedath, Venkataramana Kandi (2019)
              Background: Clinical biochemistry is a branch of organic chemistry which involves a detailed study on the normal functioning of living cells in relation to the disease. The subject is not only volatile but also complicated. Also, teaching biochemistry to medical undergraduates is really a challenging job. Routine didactic lectures alone may not be enough for students while learning clinical biochemistry. Methods: This study included 90 first-year medical undergraduate students. They were grouped as three groups of 30 students each. The routine conventional classroom teaching method was followed by a group discussion session. The topics were informed in advance so that they were provided with adequate time to prepare and be mentally ready for the session. The group discussion was preceded by a set of 10 multiple-choice questions (MCQs), and a final assessment of five MCQs following the discussion. Results: There was only minor difference in the marks obtained by various student groups after the group discussion with Group B students (5.5 ± 1.54; p < 0.001) performing better than the other two groups. Students also scored evenly in the final assessment using MCQs with Group A (2.7 ± 1.36; p < 0.001) performing better than the other two groups. Prior to the group discussion session, 33% of the students in all the groups scored more than 75% of marks. The overall performance of all the students after the final assessment using MCQs revealed that 60% of the students scored more than 75% marks. Conclusion: The study results confirm the fact that the modified conventional teaching method appears to be better than traditional teaching. The student performances had significantly improved with such kind of education process. The results also highlight the importance of increased student efforts, probably including group discussions and revisions to improve understanding and subject retention.
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                Author and article information

                Journal
                Journal ID (nlm-ta): Cureus
                Journal ID (iso-abbrev): Cureus
                Journal ID (issn): 2168-8184
                Title: Cureus
                Publisher: Cureus (Palo Alto (CA) )
                ISSN (Electronic): 2168-8184
                Publication date (Electronic, pub): 24 April 2024
                Publication date (Electronic, collection): April 2024
                Volume: 16
                Issue: 4
                Electronic Location Identifier: e58930
                Affiliations
                [1 ] Community Medicine, Great Eastern Medical School and Hospital, Srikakulam, IND
                [2 ] Biochemistry, Great Eastern Medical School and Hospital, Srikakulam, IND
                [3 ] Dentistry, Great Eastern Medical School and Hospital, Srikakulam, IND
                [4 ] Clinical Microbiology, Prathima Institute of Medical Sciences, Karimnagar, IND
                Author notes
                Article
                DOI: 10.7759/cureus.58930
                PMC ID: 11116747
                SO-VID: 40dc50d1-bc14-4253-91a0-8a7c4a18f0bc
                Copyright © Copyright © 2024, Bose et al.
                License:

                This is an open access article distributed under the terms of the Creative Commons Attribution License CC-BY 4.0., which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

                History
                Date accepted : 24 April 2024
                Categories
                Subject: Medical Education

                Keywords: muddiest point,one-minute paper,teaching and learning (tl),exam outcomes,student learning,community medicine,medical education,classroom assessment techniques (cats)
                Data availability:
                Keywords: muddiest point, one-minute paper, teaching and learning (tl), exam outcomes, student learning, community medicine, medical education, classroom assessment techniques (cats)

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