Abstract

Background: Small group discussion (SGD) is an established teaching-learning tools in medical colleges to impart a better understanding of the topics. Blunder lecture (BL) is an innovative approach to teaching and learning, placing students at the center and encouraging collaborative, peer-assisted learning.

Aims and Objectives: The objectives of the study were to assess the combined effect of BL and SGDs on multiple-choice questions (MCQs) score in pharmacology by comparing the MCQs score after the traditional SGDs approach and after a combined session of BL and SGDs.

Materials and Methods: One hundred and two Phase II MBBS students participated in an educational interventional study in the Department of Pharmacology. Two sessions were conducted: First, SGD only; second, integrated BL and SGD on previously covered pharmacology topics in didactic lectures. Twenty deliberate mistakes (blunders) were incorporated in BL that span the hierarchy of bloom’s taxonomy’s cognitive domain. Theory and MCQs tests were performed after each session to assess the impact on scores.

Results: There was a statistically significant difference between the means of MCQs test scores of SGD alone and combined SGD + BL session (P < 0.05) after data analysis using a paired t-test. The mean difference of theory test scores of SGD alone and combined SGD + BL session was not statistically significant except cardiovascular system BL session.

Conclusion: Combined session of BL and SGD was found to be an effective supplementing method in enhancing MCQs score that can be utilised to support undergraduate students’ learning.

Key words: Blunder Lecture; Small Group Discussion; Cognitive Conflict; Competency-Based Medical Education