Background:
Active learning is a pivotal component of the Competency Based Curriculum reforms worldwide. Its advantages in terms of learning outcomes, student motivation and engagement are well known. But implementation of active learning across the world remains low. This study aimed to introduce a new teaching-learning method which is driven by the philosophy of active learning and builds upon the benefits of student question-making.
Aim:
The study was done to assess the effectiveness student-generated Scenario-Based Questions (SBQs) on their knowledge and how it impacted their overall academic performance. The study also sought to understand the dynamics of implementing this method and gauge how the students received this method of learning.
Methods:
An analytical cross-sectional study was conducted among two consecutive batches of MBBS students in their Phase 1 in Physiology. Participants were divided into study and control groups. The study group underwent learning sessions by question-making (structured, subjective type Scenario-Based Questions), while the control group received traditional small group teaching. Knowledge was compared by within-group analysis of pre-post questionnaire scores using paired t-test. Between-group analysis was done using independent sample t-test for academic performance as recorded from the aggregate marks obtained our of 100 in pre-university examination. Feedback was collected from students on a Likert scale. P-value
Key words: Student-generated questions, Scenario-based questions, Physiology, Competency based medical education, active learning
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