AI Article Synopsis
- Objective of the study was to evaluate how new teaching methods impact the understanding of respiratory physiology among undergrad medical students.
- A comparative study was conducted at Bahria University Medical & Dental College with two groups: one using traditional methods (Group A) and the other employing interactive approaches like problem-based learning (Group B).
- Results showed that Group B had a significantly better understanding (84%) of respiratory physiology compared to Group A (42%), indicating that interactive teaching methods enhance learning and student satisfaction.
Article Abstract
Objective: To compare the role of new approaches and methods in the development of understanding and learning capabilities of undergraduate medical students in the module of respiratory physiology.
Methods: A comparative cross sectional study was conducted in Bahria Univiersity Medical & Dental College using a sample size of 198 students from February till May 2010. Difficulties in understanding the concepts of respiratory physiology was analyzed in groups A (Batch 2008-2013) and assessed through test performance. In group B (Batch 2009-2014) "integrated learner-and teacher-centered" approach was implemented by introduction of problem based learning, case based sessions, students seminar, quizzes and structured assignments. Response of group B students was evaluated in terms of concepts and performance by identical feedback form and assessment test. The data was analyzed using SPSS version 15.0 and applying the Chi-square test.
Results: The mean age of Karachi students of Groups A and B was 20 +/- 2 years. Statistically significant improvement in conceptual understanding of Group B (84%) was noticed compared to Group A (42%). Conceptual understanding of Group B (84%) was observed, as compared to Group A (42%)
Conclusion: Supplementation of teaching methodologies with augmented interaction improved significant learning, performance and satisfaction among group B students.
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