Establishing links between assessments and expected learning outcomes through curriculum mapping in a dental physiology curriculum.

Background: . The relevance of curriculum mapping to determine the links between expected learning outcomes and assessment is well stated in the literature. Nevertheless, studies confirming the usage of such maps are minimal.

Evaluation of a mentored student project programme using reflective summaries.

Background: . Undergraduate research experience has become increasingly relevant for today's medical students, considering the professional requirements of their challenging future.

Methods: .

Curriculum mapping of dental physiology curriculum: The path towards outcome-based education.

Introduction: Curriculum mapping provides a clear picture of curriculum content, learning opportunities and assessment methods employed to measure the achievement of learning outcomes with their interrelationships. It facilitates educators and teachers to examine the extent to which the curricular components are linked and hence to find out gaps in the curriculum. The objective of the study was, therefore, to evaluate the physiology curriculum of Bachelor of Dental Surgery (BDS) programme through curriculum mapping.

Using an integrated teaching approach to facilitate student achievement of the learning outcomes in a preclinical medical curriculum in India.

Today most education institutions around the world have adopted the philosophy of outcome-based education. The emphasis in outcome-based education is achievement of outcomes; hence the curriculum should be designed in a way that it includes the components targeted specifically at achieving these outcomes. A discipline-based approach results in fragmentation of learning and lack of clinical applicability.

Assessment for learning: a needs analysis study using formative assessment to evaluate the need for curriculum reform in basic sciences.

A needs analysis study for curriculum reform in basic sciences was conducted at Melaka Manipal Medical College, India, by means of a formative assessment method, namely Basic Science Retention Examination (BSRE). Students participated in a BSRE, which comprised recall and clinical multiple-choice questions in six discipline areas. They also rated the clinical relevance of each question and provided responses to three open-text questions about the exam.

Modified directed self-learning sessions in physiology with prereading assignments and Pecha Kucha talks: perceptions of students.

The present study reports perceptions of first-year undergraduate medical students ( n = 120), regarding modified directed self-learning (DSL) sessions in physiology. Students were provided with prereading assignments (faculty developed PowerPoint slides containing diagrams with incomplete labeling/flowcharts with missing steps) pertaining to the DSL topic 1 wk before the scheduled small-group DSL presentations. During DSL presentation sessions, which were facilitated by teachers, a few students individually presented learning objectives in the specified topic.

Teaching and Assessing Reflecting Skills among Undergraduate Medical Students Experiencing Research.

Introduction: Reflection is the integral component of lifelong learning. Hence, there is a need for incorporating opportunities for students in the curriculum, to develop these skills.

Aim: To evaluate the feasibility of incorporating teaching-learning activity on reflection early in the undergraduate medical curriculum using research experience as a context, and, to determine whether the reflective skills of students improve upon training.

Heutagogic approach to developing capable learners.

The twenty-first century higher education sector has come a long way after undergoing continuous metamorphosis from pedagogy to andragogy. Most of the educational approaches adopted in medical schools are directed towards developing more of competencies and less of capability, which is the ability to use competencies in novel contexts. Competencies alone are not sufficient to thrive in the present day work place as medical profession subsumes complex contexts; it is in this scenario that, medical educators are entrusted with the challenging task of developing "capable learners".

"Heart Shots": a classroom activity to instigate active learning.

The present study aimed to provide undergraduate medical students at Melaka Manipal Medical College (Manipal Campus), Manipal University, in Karnataka, India, an opportunity to apply their knowledge in cardiovascular concepts to real-life situations. A group activity named "Heart Shots" was implemented for a batch of first-year undergraduate students (n = 105) at the end of a block (teaching unit). Students were divided into 10 groups each having 10-11 students.

Exploring first-year undergraduate medical students' self-directed learning readiness to physiology.

Medical students are expected to possess self-directed learning skills to pursue lifelong learning. Previous studies have reported that the readiness for self-directed learning depends on personal attributes as well as the curriculum followed in institutions. Melaka Manipal Medical College of Manipal University (Karnataka, India) offers a Bachelor of Medicine and Bachelor of Surgery (MBBS) twinning program that is of 5 yr in duration.

Students' perceptions regarding educational environment in an Indian dental school.

Background: As one of India's premier dental schools, the Manipal College of Dental Sciences, Manipal, has striven to be in the forefront of dental education ever since its inception in 1965. But one of our main drawbacks has been the lack of students' perceptions about the educational atmosphere in our institution.

Aim: (1) To understand the students' perceptions of the educational environment.

A trial of the objective structured practical examination in physiology at Melaka Manipal Medical College, India.

A single examination does not fulfill all the functions of assessment. The present study was undertaken to determine the reliability and student satisfaction regarding the objective structured practical examination (OSPE) as a method of assessment of laboratory exercises in physiology before implementing it in the forthcoming university examination. The present study was undertaken in the Department of Physiology of Melaka Manipal Medical College, Manipal Campus, India.

Validating the effectiveness of Clinically Oriented Physiology Teaching (COPT) in undergraduate physiology curriculum.

Background: It has been proved that basic science knowledge learned in the context of a clinical case is actually better comprehended and more easily applied by medical students than basic science knowledge learned in isolation. The present study intended to validate the effectiveness of Clinically Oriented Physiology Teaching (COPT) in undergraduate medical curriculum at Melaka Manipal Medical College (Manipal Campus), Manipal, India.

Methods: COPT was a teaching strategy wherein, students were taught physiology using cases and critical thinking questions.

Students' perceptions of learning environment in an Indian medical school.

Background: Learning environment in any medical school is found to be important in determining students' academic success. This study was undertaken to compare the perceptions of first year and clinical phase students regarding the learning environment at Melaka Manipal Medical College (MMMC) (Manipal Campus) and also to identify the gender wise differences in their perceptions.

Methods: In the present study, the Dundee Ready Education Environment Measure (DREEM) inventory was used.

Learning approaches to physiology of undergraduates in an Indian medical school.

Inventories monitoring students' learning approaches are widely used in medical education research. It is important that teaching interventions adopted in medical schools aim to develop a deep approach to learning in medical students. To study the changes in medical students' approaches to learning before and after the incorporation of clinically orientated physiology teaching (COPT) in the undergraduate physiology curriculum, using the Short Inventory of Approaches to Learning (SIAL).