Background: Didactic lecture promotes passive learning among students. To influence the listeners... more Background: Didactic lecture promotes passive learning among students. To influence the listeners the teacher should inform, engage and entertain by using certain interactivities in the class. Interactive teaching learning activities promote active learning among students. Different strategies can be used in a lecture to involve and motivate the participants for effective teaching and learning. Aim and Objectives: The study was conducted to implement interactive teaching learning methods in large group teaching and to analyze the perceptions of students regarding the same. Methodology: One hundred and fifty students of 2 nd Prof MBBS were enrolled after obtaining IEC approval and informed consent. After dividing them into two batches of 75 each, a total of 8 interactive sessions on 4 different topics of endocrine pharmacology were conducted. The students were exposed to the case based scenario, think pair and share, quiz and role play strategies of interactive teaching learning. A feedback proforma containing 12 items regarding the perceptions of students was recorded. The data was analyzed using descriptive statistical analysis. Findings: A total of 137 (91%) students took the feedback regarding their perceptions of interactivities. Out of which 53 were males and 84 females. 75.2 % of the students strongly agreed it to be enjoyable. It helped the students to gain more knowledge, stimulated thinking (78%) regarding the topic. They were enthusiastic, motivated to take part in discussions. Out of the entire interactivities quiz was the most preferred (36%) method of interaction. Conclusions: The interactive teaching was found to be useful and feasible as adjunct to didactic lectures. Different activities of interaction during lecture are recommended for active participation, more attention, and motivation of students.
Communication skill is one of the six required competencies by the Accreditation Council for Grad... more Communication skill is one of the six required competencies by the Accreditation Council for Graduate Medical Education (ACGME). They can have a better outcome if practiced than just preached. Role plays are widely used as an educational method of learning communication skills in medical students. This paper studies the student's perspective of role-plays as a teachinglearning strategy and how role-plays helpful in developing communication skills. Methodology: Fourth semester undergraduate medical students participated in a role-play sessions in endocrine pharmacology classes. Before and after the session, students completed questionnaires. In the pre-session questionnaire, students were asked about their previous experiences of role-play as teaching learning tool. Immediately after the session, students provided reflections and answered questions in relation to the role-play activity as a teaching learning method and development of communication skills. Descriptive statistics were used to analyze data. Results: 127 students completed pre evaluation forms and 124 completed the post evaluation forms. Most students (n = 112; 90.3%) supported role plays to be conducted in class. Students considered role-plays as a feasible way of learning (81.2%). Ninety one(73.4%) agreed that they helped in improving the communication skills. Improvement in communication with the teacher and the peers was identified as an advantage of role-plays by 66 of the participants (53.2%). Students were of the view that the communication skill development should be started in early years of MBBS. Conclusion: Role-play was valued by students in the acquisition of communication skills during pharmacology classes which will be of help in real settings.
International Journal of Basic and Clinical Pharmacology, 2016
Background: In conventional lectures students are passive receivers of information and therefore ... more Background: In conventional lectures students are passive receivers of information and therefore are not involved in process of learning. Active learning method such as case based learning is a student-centered approach with a focus on collaborative-cooperative learning and student reflection on the way they think. It can clarify difficult concepts, motivate thinking, foster enthusiasm and motivate for learning. The objective of the study is to determine the perspective of students regarding case based scenario as a teaching method. Methods: Fourth semester undergraduate medical students participated in a case based scenario sessions in endocrine pharmacology classes. After the completion of session, students completed questionnaire on the innovative method of teaching used. Students provided reflections and answered questions in relation to the activity as a teaching learning method and development of critical thinking. Descriptive statistics were used to analyze data. Results: 132 (88%) students completed evaluation forms. Most students (n=112; 90.3%) supported case based scenarios to be conducted in class. Students considered it a feasible and interesting way of learning (83.3%). Hundred and fourteen (86.4%) agreed that they improved understanding of the topic. The sessions stimulated critical thinking in (75%) of students. Improvement in interaction with the teacher and the peers was identified as an advantage of the sessions by 66 of the participants. Students were of the view that the case based learning was useful and lead encouragement to discuss the topic. Conclusions: CBL sessions were valued by students in the acquisition of detailed knowledge of treatment plan and rational therapeutic drug use during pharmacology classes which will be of help in real settings.
Postpartum hemorrhage is most common cause of maternal mortality. Active management of third stag... more Postpartum hemorrhage is most common cause of maternal mortality. Active management of third stage of labor minimizes the risk of postpartum hemorrhage. To compare the effect of methylergonovine and 15-methyl prostaglandin F2α (15-methyl PGF2α) in active management of third stage of labor. A randomized open labelled parallel study with 50 women in normal labor, 25 in each group were included. The drugs methylergonovine (0.2 mg) intravenous and 15-methyl PGF2α (250 µg) intramuscular were administered at the time of delivery of anterior shoulder. Main outcomes measured were amount of blood loss during the first four hours of delivery and objective measurement of hemoglobin and hematocrit levels before delivery and third day postpartum. There was no statistically significant difference in the blood loss between the two groups at delivery (P = 0.130), at 1 hour of delivery (P = 0.453). The blood loss with 15-methyl PGF2α was significantly less as compared to that of blood loss with meth...
Communication skill is one of the six required competencies by the Accreditation Council for Grad... more Communication skill is one of the six required competencies by the Accreditation Council for Graduate Medical Education (ACGME). They can have a better outcome if practiced than just preached. Role plays are widely used as an educational method of learning communication skills in medical students. This paper studies the student's perspective of role-plays as a teaching-learning strategy and how role-plays helpful in developing communication skills. Methodology: Fourth semester undergraduate medical students participated in a role-play sessions in endocrine pharmacology classes. Before and after the session, students completed questionnaires. In the pre-session questionnaire, students were asked about their previous experiences of role-play as teaching learning tool. Immediately after the session, students provided reflections and answered questions in relation to the role-play activity as a teaching learning method and development of communication skills. Descriptive statistics were used to analyze data. Results: 127 students completed pre evaluation forms and 124 completed the post evaluation forms. Most students (n = 112; 90.3%) supported role plays to be conducted in class. Students considered role-plays as a feasible way of learning (81.2%). Ninety one(73.4%) agreed that they helped in improving the communication skills. Improvement in communication with the teacher and the peers was identified as an advantage of role-plays by 66 of the participants (53.2%). Students were of the view that the communication skill development should be started in early years of MBBS. Conclusion: Role-play was valued by students in the acquisition of communication skills during pharmacology classes which will be of help in real settings.
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Papers by Anshu Gupta