A Survey Based Feedback Analysis of the Current Medical Teaching Methodology and Trends in Medical Research Practice in a South Indian Medical Institute
Background: The spine of a good healthcare system is the medical education received by its doctors. As medicine is evolving, the same can be inferred regarding the delivery of medical education. This study was conducted among 541 students in a prestigious medical college in India. The aim of the study was to find out lapses in our current medical education system and steps to improve it.
Methods: A total of 541 medical students were included in this study. The only inclusion criteria being that they should be in their 2nd year MBBS or above. A questionnaire of 20 questions was given to each student and they were asked to mark the answers they felt was most appropriate. The questionnaire dealt with issues faced in our current education system regarding teaching methodology, clinical postings, research, evidence based medicine and steps to improve the healthcare system. Data was collected, analysed and statistically evaluated using Microsoft Excel and SPS version 21.0.
Results: Majority of the students felt that classroom strength should not be more than a hundred students. They felt that more innovative teaching methods and discussions should be included. Students laid emphasis on research, clinical skills training and evidence based medicine. They felt that the healthcare system also needs tweaking in terms of funding and practicing evidence based medicine to be on par with healthcare systems across the world.
Conclusion: The results in this study, resonates with the results of various other studies regarding delivery of medical education. It also takes into account the holistic approach of improving medical education and healthcare rather than focusing on one single aspect.
2. Mahler S, Neumann L, Tamir P. The class size effect upon activity and cognitive dimensions of lessons in higher education. Assess Eval High Educ. 1986 Mar 1;11(1):43-59.
3. Pal R, Kar S, Zaman FA, Jha DK, Pal S. Assessment of impact of small group teaching among students in community medicine. Indian J Community Med. 2012 Jul;37(3):170.
4. Najmi RS. Lectures as a Mode of Instruction in Undergraduate Medical Education. J Pak Med Assoc. 1999 Feb;49(2):30-3.
5. Mustafa T, Farooq Z, Asad Z, Amjad R, Badar I, Chaudhry AM, et al. Lectures in medical educaton: what students think?. J Ayub Med Coll Abbottabad. 2014 Jan 1;26(1):21-5.
6. Joshi A, Ganjiwale J. Evaluation of Students’ Perceptions Towards An Innovative Teaching-Learning Method During Pharmacology Revision Classes: Autobiography of Drugs. J Clin Diagn Res. 2015 Jul;9(7):FC01-4.
7. Datta R, Datta K, Venkatesh MD. Evaluation of interactive teaching for undergraduate medical students using a classroom interactive response system in India. Med J Armed Forces India. 2015 Jul; 71(3): 239–245.
8. Zhao B, Potter DD. Comparison of lecture-based learning vs discussion-based learning in undergraduate medical students. J Surg Educ. 2016 Mar-Apr;73(2):250-7.
9. Smits PB, D de Buisonjé C, Verbeek JH, van Dijk FJ, Metz JC, Cate OJ. Problem-based learning versus lecture-based learning in postgraduate medical education. Scand J Work Environ Health. 2003 Aug;29(4):280-7.
10. Das P, Biswas S, Singh R, Mukherjee S, Ghoshal S, Pramanik D. Effectiveness of early clinical exposure in learning respiratory physiology among the newly entrant MBBS students. J Adv Med Educ Prof. 2017 Jan; 5(1): 6–10.
11. McMenamin PG. Body painting as a tool in clinical anatomy teaching. Anat Sci Educ. 2008 Jul-Aug;1(4):139-44.
12. Cookson NE, Aka JJ, Finn GM. An exploration of anatomists’ views toward the use of body painting in anatomical and medical education: An international study. Anat Sci Educ. 2018 Mar;11(2):146-154.
13. Bhardwaj P, Bhardwaj N, Mahdi F, Srivastava JP, Gupta U. Integrated teaching program using case-based learning. Int J Appl Basic Med Res. 2015 Aug;5(Suppl 1):S24-8.
14. Arghode V, Yalvac B, Liew J. Teacher empathy and science education: A collective case study. EJMSTE. 2013;9(2):89–99.
15. Favrat B, Pecoud A, Jaussi A. Teaching cardiac auscultation to trainees in internal medicine and family practice: does it work?. BMC Med Educ. 2004 Dec;4(1):5.
16. Heckmann JG, Bleh C, Dütsch M, Lang CJ, Neundörfer B. Does improved problem-based teaching influence students’ knowledge at the end of their neurology elective? An observational study of 40 students. J Neurol. 2003 Dec 1;250(12):1464-8.
17. Zakarija-Grković I, Šimunović VJ. Introduction and preparation of an objective structured clinical examination in family medicine for undergraduate students at the University of Split. Acta Med Acad. 2012 Mar 27;41(1):68-74.
18. Kotwal A. Innovations in teaching/learning methods for medical students: Research with mentoring. Indian J Public Health. 2013 Jul 1;57(3):144.
19. Farzaneh E, Amani F, Taleghani YM, Fathi A, Kahnamouei-aghdam F, Fatthzadeh-Ardalani G. Research barriers from the viewpoint of faculty members and students of Ardabil University of Medical Sciences, Iran, 2014. Int J Res Med Sci. 2017 Jan 2;4(6):1926-32.
20. Ashrafi-rizi H, Fateme Z, Khorasgani ZG, Kazempour Z, Imani ST. Barriers to research activities from the perspective of the students of Isfahan University of Medical Sciences. Acta Inform Med. 2015 Jun;23(3):155.
21. Palmer EJ, Devitt PG. Assessment of higher order cognitive skills in undergraduate education: modified essay or multiple-choice questions? Research paper. BMC Med Educ. 2007 Dec;7(1):49.
22. Bhatt RV, Soni JM, Patel NF, Doctor PS. Migration of Baroda medical graduates, 1949—72. Med Educ. 1976 Jul 1;10(4):290-2.
23. Coomarasamy A, Khan KS. What is the evidence that postgraduate teaching in evidence based medicine changes anything? A systematic review. BMJ. 2004 Oct 28;329(7473):1017.
Authors who publish with this journal agree to the following terms:
- The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.
- Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.
- The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
- Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site; with the understanding that the above condition can be waived with permission from the Author and that where the Work or any of its elements is in the public domain under applicable law, that status is in no way affected by the license.
- The Author is able to enter into separate, additional contractual arrangements for the nonexclusive distribution of the journal's published version of the Work (e.g., post it to an institutional repository or publish it in a book), as long as there is provided in the document an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
- Upon Publisher’s request, the Author agrees to furnish promptly to Publisher, at the Author’s own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.
- The Author represents and warrants that:
- the Work is the Author’s original work;
- the Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;
- the Work is not pending review or under consideration by another publisher;
- the Work has not previously been published;
- the Work contains no misrepresentation or infringement of the Work or property of other authors or third parties; and
- the Work contains no libel, invasion of privacy, or other unlawful matter.
- The Author agrees to indemnify and hold Publisher harmless from the Author’s breach of the representations and warranties contained in Paragraph 6 above, as well as any claim or proceeding relating to Publisher’s use and publication of any content contained in the Work, including third-party content.
Enforcement of copyright
The IJMS takes the protection of copyright very seriously.
If the IJMS discovers that you have used its copyright materials in contravention of the license above, the IJMS may bring legal proceedings against you seeking reparation and an injunction to stop you using those materials. You could also be ordered to pay legal costs.
If you become aware of any use of the IJMS' copyright materials that contravenes or may contravene the license above, please report this by email to firstname.lastname@example.org
If you become aware of any material on the website that you believe infringes your or any other person's copyright, please report this by email to email@example.com