Day 2 : Oral Presentations (Theme: Evaluation & Quality Assurance)

Event Title

Students’ & facilitators’ perspective regarding introduction of Active Learning Strategies (ALS) to enhance learning process of first year medical students: a quantitative and qualitative survey

Location

Lecture Hall 1

Start Date

27-1-2013 9:30 AM

Abstract

Background and purpose: Active learning provides a mean for the learner to assimilate, apply and retain by promoting critical thinking. In student-centered learning (SCL), burden of learning is shared with the students by using various active learning strategies (ALS).

Methods: Besides conducting small group discussions as main learning strategy at Shifa College of Medicine (SCM) throughout the module, we introduced outcome based ALSs “role plays, oral and poster presentations” in a session at the end of one of our module of 1st year class of MBBS students. Students’ (n=102) were randomly divided into 4 large groups (n=2526) and were assigned group themes. Each group was further subdivided into 3 small groups (n=8-9) for group activity. Students’ and facilitators’ feedback questionnaires were designed, responses were recorded on 5 point Likert scale and descriptive statistics were applied.

Results: Results demonstrated an appreciating response of both students and facilitators who agreed that exposure of these experiential vehicles could enhance their learning process by helping them to recognize gaps in learning, promoting critical thinking and intellectual agility, improving communication/interpersonal skills, promoting integrated learning across various disciplines and developing habit of collaboration.

Conclusion: ALSs could enhance learning process of medical students. These sessions are strongly recommended for future modules. Keywords: Active learning strategies, medical students, role play, presentations

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Jan 27th, 9:30 AM Jan 27th, 9:45 AM

Students’ & facilitators’ perspective regarding introduction of Active Learning Strategies (ALS) to enhance learning process of first year medical students: a quantitative and qualitative survey

Lecture Hall 1

Background and purpose: Active learning provides a mean for the learner to assimilate, apply and retain by promoting critical thinking. In student-centered learning (SCL), burden of learning is shared with the students by using various active learning strategies (ALS).

Methods: Besides conducting small group discussions as main learning strategy at Shifa College of Medicine (SCM) throughout the module, we introduced outcome based ALSs “role plays, oral and poster presentations” in a session at the end of one of our module of 1st year class of MBBS students. Students’ (n=102) were randomly divided into 4 large groups (n=2526) and were assigned group themes. Each group was further subdivided into 3 small groups (n=8-9) for group activity. Students’ and facilitators’ feedback questionnaires were designed, responses were recorded on 5 point Likert scale and descriptive statistics were applied.

Results: Results demonstrated an appreciating response of both students and facilitators who agreed that exposure of these experiential vehicles could enhance their learning process by helping them to recognize gaps in learning, promoting critical thinking and intellectual agility, improving communication/interpersonal skills, promoting integrated learning across various disciplines and developing habit of collaboration.

Conclusion: ALSs could enhance learning process of medical students. These sessions are strongly recommended for future modules. Keywords: Active learning strategies, medical students, role play, presentations