Abstract

Background: It is essential to provide innovative teaching and learning methods to improve the skills of students and for quality assurance in medical education.

Aims and Objectives: To assess the efficacy of seminar-based learning among 1st-year MBBS students in the neurophysiology competencies and to assess the satisfaction of students and faculty members following the sessions.

Materials and Methods: The present study was conducted among the 200 first-phase MBBS students in batch 2021–2022 after obtaining institutional ethical clearance and informed consent of the participants on two topics of neurophysiology: Basal ganglia and cerebellum. A post-test was conducted following the seminar and all MCQs were of higher-order thinking skills. Feedback was taken from students and faculty members.

Results: Pre-test scores of MCQs: 60.46 ± 17.9; post-test scores of MCQs: 83.23 ± 21.89. P < 0.01**. The score of the cerebellum (presenter’s) Group was 78% and that of the basal ganglia group was 82%. Students and faculty members were mostly satisfied with the session and felt that more such sessions were necessary as per feedback survey responses received from students and faculty members.

Conclusion: Seminar-based learning model increased the satisfaction of students and faculty members in learning neurophysiology and students as well as faculty members wanted more such sessions. The senior students were the facilitators of learning in the present study. The students felt that learning in this way increased their problem-solving and critical-thinking skills and motivated them to become self-directed learners.

Key words: Medical Students; UG Seminar; Active Learning