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Flipped jigsaw activity as a small group peer‐assisted teaching learning tool in Biochemistry Department among Indian Medical Graduate: An experimental study
Biochemistry and Molecular Biology Education ( IF 1.4 ) Pub Date : 2020-05-19 , DOI: 10.1002/bmb.21355
Vibha Uppal 1 , Neha Uppal 2
Affiliation  

Medical council of India has made remarkable modifications in the curriculum of medical students after a long period of more than 20 years with regulations on Graduate Medical Education 1997. Innovative and interactive teaching methods have taken center place in the implementation of the new curriculum nationwide. Small group teaching and problem‐assisted learning have brought a paradigm shift in biochemistry teaching, which was earlier teacher cantered and was taught by only didactic lectures due to which biochemistry was considered a boring and dry subject. The present interventional study was conducted in the Department of Biochemistry, Vardhman Mahavir Medical College and Safdarjung Hospital, Delhi. All the students of MBBS first professional Batch 2018–2019 were enrolled in the present study. After sensitizing the faculty and students regarding jigsaw method of learning, it was undertaken in two different batches on 4 different days, with faculty and senior residents acting as facilitators. The groups were named according to rainbow colors. The topics were taught by power point presentation before the conduction of jigsaw activity that was discussed in form of seven clinical cases. Post jigsaw, a prevalidated feedback questionnaire was filled by the students. The faculty and senior residents gave a constructive feedback via focused group discussion. In our study 100% students opined that teaching and being taught by peers was beneficial in enhancing the in depth knowledge of the topic. Ninety‐two percent students opined jigsaw learning helpful in promoting self‐directed learning in the student, whereas 88.5% students felt that this teaching learning tool to be made a the regular part of the curriculum. Jigsaw groups create many opportunities for creative interchange of ideas and lively and meaningful participations. But due to limitation of time and logistics, it can be used in conjunction with routine methods of learning.

中文翻译:

翻转拼图活动作为印度医学毕业生生物化学系的小组同伴辅助教学学习工具:一项实验研究

印度医学委员会在经过 20 多年的长期医学研究生课程改革后,1997 年颁布了《医学研究生教育条例》。创新和互动的教学方法在全国实施新课程中占据了中心位置。小组教学和问题辅助学习带来了生物化学教学的范式转变,由于生物化学被认为是枯燥乏味的学科,因此早期的教师慢跑,仅通过教学讲座进行教学。目前的介入研究是在德里 Vardhman Mahavir 医学院和 Safdarjung 医院的生物化学系进行的。MBBS第一专业批次2018-2019的所有学生都参加了本研究。在让教职员工和学生了解拼图学习方法后,它在 4 个不同的日子分两批进行,教职员工和资深居民担任协调员。这些组根据彩虹的颜色命名。在以七个临床案例的形式讨论的拼图活动进行之前,通过幻灯片演示来教授这些主题。拼图后,学生填写了预先验证的反馈问卷。教职员工和资深住院医师通过集中的小组讨论给出了建设性的反馈。在我们的研究中,100% 的学生认为,由同伴教授和被同伴教授有助于加深对该主题的了解。92% 的学生认为拼图学习有助于促进学生的自主学习,而 88%。5% 的学生认为这种教学学习工具应成为课程的常规部分。拼图小组为创意交流和活跃而有意义的参与创造了许多机会。但由于时间和后勤的限制,它可以与常规的学习方法结合使用。
更新日期:2020-05-19
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