Using technology to meet the challenges of post-graduate teaching in physiology
Arunima Chaudhuri, Suhrita Paul, Sajal Kumar Sarkar.
Background: Post-graduate training involves work that is integrated with learning. A resident of physiology is expected to teach MBBS students after completion of the course, so the training also involves transforming them into good facilitators with adequate knowledge and competency. Due to the COVID-19 pandemic continuing PG teaching is becoming more and more challenging.
Aim and Objectives: The aim of the study was to assess knowledge acquired by PG Residents of physiology following self-directive learning sessions conducted using technological assistance.
Materials and Methods: This pilot project was conducted in the Department of Physiology of Burdwan Medical College. Institutional ethical clearance and informed consent of the subjects were taken. The theoretical parts of renal physiology and cardiovascular physiology were taught to PG Residents in 4 months. Before the conduction of the teaching-learning sessions, the PG residents had to appear in two written examinations (one on renal physiology and the other on cardiovascular physiology). Renal physiology was subdivided into six parts and cardiovascular physiology into eight parts. All residents were allotted topics and they had to make video presentations and upload them in your tube. Links were created in Google Meet by the Department and posted in the WhatsApp group. Eight such sessions were arranged for renal physiology and ten for cardiovascular physiology. Two examinations were conducted 15 days after the teaching-learning sessions. Statistical analysis: Paired T-test was used to compare the pre-test and post-test scores.
Results: Pre-test scores of PG Residents in renal physiology were 39.8 ± 6.21 and post-test scores of PG Residents in renal physiology were 55.8 ± 3.54; P-value: 0.013*. Pre-test scores of PG Residents in cardiovascular physiology were 41.8 ± 5.67 and post-test scores of PG Residents in cardiovascular physiology were 59.2 ± 9.6; P-value: 0.019*.
Conclusions: The PG residents of the department of physiology were able to acquire adequate knowledge in the theoretical part of renal and cardiovascular physiology following self-directive learning sessions conducted using technological assistance.
Key words: Self-directed Learning; Technological Assistance; PG Teaching