A Comparative Study on Students’ Performance Using Two Teaching Methodologies in Practical Classes
DOI:
https://doi.org/10.37506/ijop.v8i2.1265Keywords:
Practical classes, PBL, Cranial Nerves.Abstract
The practical demonstration classes are becoming more challenging for the faculty to captivate the attention
of all the students. To engage the students in the post lunch session of Physiology practical was felt necessary
and also to increase the students attention span and improve their concentration in the post lunch session
of Physiology practical classes. The need to sensitize the students to listen to these didactic lectures in the
form of introducing Problem based case scenarios (PBL) was felt important. The students were divided into
two groups, namely control (traditional teaching) and interactive (PBL) groups. The examinations of cranial
nerves were divided into two sessions (Cranial nerve 1-6 and 7-12) as PBL I and PBL II and there was
crossing over of groups for the second session in order to avoid selection bias and also that both the groups
are exposed to PBL. After each session evaluation was done by OSPE. Feedback was obtained to know
about student’s perception. Difference in mean score were analysed by paired t test and compared within
two groups. The interactive group performed better in the OSPE in the PBL I and PBL II sessions with the
mean of 28.8 (SD = 8.4, N=50) and 34.6 (SD = 4.6, N=48)respectively. The two-tailed P value was also
significant (.019932) and (<.00001) in both groups respectively. The student feedback on analysis revealed
that above 80% of students preferred PBL and motivated towards self-directed learning. Above 90% found
it to be interesting.
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