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INTERNATIONAL JOURNAL OF SCIENTIFIC DEVELOPMENT AND RESEARCH International Peer Reviewed & Refereed Journals, Open Access Journal ISSN Approved Journal No: 2455-2631 | Impact factor: 8.15 | ESTD Year: 2016 open access , Peer-reviewed, and Refereed Journals, Impact factor 8.15 |
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| Paper Title: | Self-Directed Learning in Comparison to Traditional Demonstration/ Prosection Methods for Teaching Anatomy of Viscera among First Year Medical Students in a medical college of Kolkata, West Bengal |
| Authors Name: | Sharmistha Biswas , Nilima Thosar |
| Unique Id: | IJSDR2403134 |
| Published In: | Volume 9 Issue 3, March-2024 |
| Abstract: | Abstract: Introduction: The undergraduate curriculum in India has undergone paradigm shift in the last few academic years. Implementation of the new Competency Based Medical Education (CBME) by National Medical Council of India offers challenges to the faculty and students as the primary focus is on acquiring competencies by medical students through self-directed learning (SDL). Dedicated time has been allotted to SDL in CBME curriculum in each specialty. The concept of structured SDL under supervision of teachers is comparatively new in India. Very limited number of studies are there to compare the effectiveness of SDL with those of traditional teaching methods. Aims: 1) To evaluate the effectiveness of SDL in learning gross anatomy of viscera and to compare it with the effectiveness of traditional method of teaching by demonstration/ prosection. 2) To assess the Self-Directed Learning Readiness of 1st year medical students. Materials and Methods: This interventional comparative study will be carried out at the department of Anatomy, of a government medical college, Kolkata, West Bengal. 80 willing first-year undergraduate medical students will be included in the study. Institutional ethics committee clearance is obtained. The students will be divided into 2 batches (Batch A and B) of 40 each. On the first day, Batch A will be taught a viscus by traditional method of teaching. Batch B will have a self-directed learning session on the same topic. The pre-test and post-test questionnaire will be given just before and after both sessions. On the second day, the batches will be crossed over and another topic will be dealt similarly. Questionnaires applying Fischer’s Self Directed Learning Readiness Scale (SDLRS) will be administered to the students a week after conduction of SDL sessions. The items will be scored on a five-point Likert scale. The students’ scores will help us to assess how far are they ready for SDL. Research Hypothesis: Structured SDL under supervision of teachers will be as effective as traditional teaching methods by demonstration/ prosection in learning anatomy of viscera. SDL readiness of first year medical students will be satisfactory. Observation and Results: 1) Learning outcomes and knowledge will be assessed by comparing the pre-test and post-test scores on questionnaires in both SDL and Traditional teaching methods. The results will be tabulated and compared; statistical evaluation of results obtained will be done in consultation with statistician. 2) The items of the Fischer’s Self Directed Learning Readiness Scale (SDLRS) questionnaire administered to the students will be scored on a five-point Likert scale. The results will assess how far are they ready for SDL. Discussion: will be on the basis of observation and analysis data. Conclusion: will be drawn on the basis of observation and results. Keywords: self directed learning, anatomy, traditional teaching, CBME |
| Keywords: | self directed learning, anatomy, traditional teaching, CBME |
| Cite Article: | "Self-Directed Learning in Comparison to Traditional Demonstration/ Prosection Methods for Teaching Anatomy of Viscera among First Year Medical Students in a medical college of Kolkata, West Bengal", International Journal of Science & Engineering Development Research (www.ijsdr.org), ISSN:2455-2631, Vol.9, Issue 3, page no.962 - 966, March-2024, Available :http://www.ijsdr.org/papers/IJSDR2403134.pdf |
| Downloads: | 000337362 |
| Publication Details: | Published Paper ID: IJSDR2403134 Registration ID:210579 Published In: Volume 9 Issue 3, March-2024 DOI (Digital Object Identifier): Page No: 962 - 966 Publisher: IJSDR | www.ijsdr.org ISSN Number: 2455-2631 |
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