@article{Fatima_2024,

title = {To explore the effectiveness of problem-based learning over conventional didactic lecture in microbiology for phase 2 MBBS students},

author = {Sarwat Fatima and Mohammed Sarosh Ahmed and Madhipati Sai Krishna and Maimoona Mustafa and Shahbaz Sajjad},

url = {https://www.iosrjournals.org/iosr-jrme/papers/Vol-14%20Issue-1/Ser-2/D1401022630.pdf},

doi = {10.9790/7388-1401022630},

issn = {2320–737X},

year  = {2024},

date = {2024-02-20},

urldate = {2024-02-20},

journal = {IOSR Journal of Research & Method in Education},

volume = {14},

issue = {1 (Series 2)},

pages = {26-30},

abstract = {Background:Problem based learning [PBL] has been identified and approved by many medical educationists

as one of the best teaching learning methods due to the fact that it improves students’ learning in all 3 domains and improves higher order thinking. Research has found its positive effect to be variable in different geographic settings. Aim & objectives: To explore the effectiveness of PBL over conventional lecture. To evaluate students’ performance using PBL rubrics. To determine student’s acceptance and perceptions of PBL.

Material& methods: the present study is a prospective experimental and interventional type. The IERB approval was obtained and project was pilot tested. Study participants were enrolled by verbal consent and sampled using quota and randomisation method. The sequential steps of the study include: orientation on PBL method, pre-test, a questionnaire on preparedness for self-directed learning [SDL], conduct of sessions by 2 different TL methods with exchange of groups, post-test, students grading and lastly general feedback. Statistical methods: Mean ± SD, unpaired t test and 5-point Likert scale was used for analysis of results. Results: Around 114 /147 [77.55%] enrolled and continued till the end. The overall mean scores for DL & PBL method of teaching were as 1.65 ± 0.53 & 1.70 ± 0.62 in pre-test and 6.84 ± 1.22 and 7.36 ± 1.07 in post-test with p values as 0.178 & 0.118. For individual topics in post-test the PBL group secured higher scores than DL except for one. The assessment and feedback on PBL gave variable results. Discussion &Conclusion: the present study couldn’t find any statistically significant difference in the learning outcomes while using 2 different TL methods. However, the questionnaire on SDL preparedness, assessment and feedback data revealed certain grey zones which demand further enquiry into students learning plans & preferences which could be one of the reasons for the outcome observed and open doors for future qualitative research. Limitations: students and faculty related factors besides study design might have influenced the outcomes observed. },

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Fathima_2023,

title = {Self-directed learning: health care professional's perspective-a study},

author = {Munazza Fathima and Syeda Noorul Absar and Ghulam Subhani and Neeraj Sadiq and Mohammed Khaleel and Mohammed Mohsin and Madhipati Sai Krishna},

url = {http://ajms.alameenmedical.org/ArticlePDFs/6%20AJMS%20V16.N3.2023%20p%20216-222.pdf},

issn = {0974-1143},

year  = {2023},

date = {2023-07-01},

urldate = {2023-07-01},

journal = {Al Ameen Journal of Medical Sciences},

volume = {16},

issue = {3},

pages = {216-222},

abstract = {Background: Self-directed learning is a teaching learning method emphasized as a part of newly developed competency based medical education (CBME) which was implemented in 2019 and since then it is an active part of the curriculum. Aims and Objectives: To evaluate the shift in learning process from teacher based education to a student based instruction by assessment of Self-Directed Learning Readiness (SDLR) scores among health professional’s medical students, nursing students, Physiotherapy and Pharmacy students. Material and Methods: A questionnaire based prospective observational study was done in Deccan College of Medical Sciences from Aug 2022 to October 2022. Statistical analysis was done using R language. Results: Maximum SDLR score obtained was 105 and minimum was 21. Scores <80 were considered low and > 80 as high. SDLR scores of most students were low. The scores were comparable to other studies like a South Indian study done who reported a mean SDLRS score in the low readiness category and some studies scores were high readiness to learn. Conclusion: Most students are ready for self- directed learning but their scores need to improve.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Sadiq_2023,

title = {A medical student’s insight into set induction: a cross sectional study},

author = {Neeraj Sadiq and Syyeda Anees and Ghulam Subhani and Mohammed Mohsin and Madhipati Sai Krishna},

url = {http://ajms.alameenmedical.org/ArticlePDFs/8%20AJMS%20V16.N2.2023%20p%20140-145.pdf},

issn = {0974-1143},

year  = {2023},

date = {2023-04-01},

urldate = {2023-04-01},

journal = {Al Ameen Journal of Medical Sciences},

volume = {16},

issue = {2},

pages = {140-145},

abstract = {Background: Set induction are preliminary measures taken by the teacher to start effectual classroom instruction and training. Objectives: The aim of the study is to familiarize the mode of set induction to MBBS students. To know the perceptions of MBBS students batch wise towards set induction as an introductory step

in teaching/learning method. Methods: A Cross sectional study with cluster sampling was done on of second, third and fourth year MBBS students of Deccan College of Medical Sciences. After taking informed consent orally they were introduced to different types of set induction namely case -based scenarios, narratives and

audio visual aids, then a questionnaire was given and results were noted and analyzed statistically in R-language software. Results: Among the 312 students that participated, 208 students (66%) answered all questions. Set induction impacts the students immensely and has significant role to play for all the batches 2020(2st year), 2019(3rdYear), 2020(4thyear). There is a statistically significant difference between batches regarding their perceptions towards set induction and was found to be engrossing and applicable. Conclusion: Set induction must be deliberately designed to facilitate its incorporation for smooth teaching learning process. Case based scenario introduction is the most preferred by students, closely followed by narration based and lastly by audio-visual based introduction.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Shaikh_2022,

title = {A comparative account using student feedback on diverse modules of e-learning used during COVID-19 lockdown for undergraduate medical teaching},

author = {Fawwad M. Shaikh and Khaja Naseeruddin and Mohammed Sarosh Ahmed and Nabila Afsar and Naseem Begum and Madhipati Sai Krishna and A. Chandrasekhar},

url = {https://jmas.in/fulltext/154-1612924099.pdf?1699089765},

doi = {10.5455/jmas.54405},

issn = {2231-1696},

year  = {2022},

date = {2022-01-31},

urldate = {2022-01-31},

journal = {Journal of Medical and Allied Sciences},

volume = {12},

issue = {1},

pages = {32-37},

publisher = {Deccan College of Medical Sciences},

abstract = {Need has been the mother of innovation and with the global pandemic of the highly infectious disease COVID 19, there has been a paradigm shift from conventional teaching to digital mode of virtual teaching methods. This task has been achieved by using various platforms available on the digital network, the internet. This work describes the change in medical education, using student feed-back on various modules used in teaching during that period. The feedback survey was conducted online by using the available platforms. The Google forms were used as a survey tool for conducting this survey. The responses were collected from all implied consenting students attending the various teaching sessions across different years of training, belonging to our medical institution. All the participants were adult students attending a medical college. The response rate among the participants was 54%. The respondents were majority 184 (76%) female gender. Nearly 90% opted for Google Meet/classroom as a preferred online module. The choice of selecting this module among the students was found to be statistically significant as compared to other options. The selection was based on the virtue of attributes such as user-friendly application, user satisfaction, beneficial, appealing, less technically challenging, convenient and cost-effective nature. Hence to conclude we may imply to say that this study was unique in assessing the mind of the medical students against this novel e-learning based online mode of education which has taken them by surprise. Though the method is good, there is a lacking that it has; as compared to the conventional means of teaching. This may be used to revise and consolidate the teaching process but not as to replace the classical method rather it should complement it.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}