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Titulo Artículo:
Student-led objective tutorials in Pharmacology: An interventional study
Resumen:
Objectives: Students learn in a better way if they are involved in active learning. Hence, the study was designed to introduce student-led objective tutorials (SLOTs) as an alternative to conventional tutorials (CTs) in pharmacology and to compare SLOT and CT on outcomes such as improved score in tests, active involvement of students, and faculty requirement of each. Materials and methods: Didactic lectures taken on a topic in pharmacology were followed by a preintervention test for a batch of the 2nd year medical undergraduates. They were allotted either in SLOT or CT group. For a SLOT session, students of Group A (interventional group) were divided into teams and each team prepared five multiple choice questions on the given topic in PowerPoint format, which were presented to other teams and audience. The proceedings were facilitated by two lecturers. Group B undertook CT (controls). A postintervention test was then taken for both groups. Feedback was sought from students and teachers on SLOT. Results: The total marks for the test were 20. The mean marks in Group A improved by 31% (from 5.1 to 11.2). In Group B, they improved by 11% (from 5 to 7.2). Academic performance following SLOT was better than CT. Students (63%) favored SLOT as it stimulated their interest in the topic, improved self-learning skills, and teamwork. The teachers also favored SLOT for similar reasons.
Fecha de publicación:
2016.
Autores :
Shilpa P Jadav;
Tushar R Gosai;
Divakar Balusamy ;
Anupama Sukhlecha;
Autor corporativo:
Indian journal of pharmacology,
Editores:
Medline-PubMed ;
Editorial:
1,
Signatura Topográfica:
7
Idioma:
Inglés
Páginas:
83
ISBN:
1998-3751
Existencias:
88
Palabras claves:
Active learning
Audiovisual aids
Teaching-learning methods
Tutorials
Público objetivo:
Posgrado
Decanatura
Docentes
Educadores Medicos
Titulo Artículo:
Student-led objective tutorials in Pharmacology: An interventional study
Resumen:
Objectives: Students learn in a better way if they are involved in active learning. Hence, the study was designed to introduce student-led objective tutorials (SLOTs) as an alternative to conventional tutorials (CTs) in pharmacology and to compare SLOT and CT on outcomes such as improved score in tests, active involvement of students, and faculty requirement of each. Materials and methods: Didactic lectures taken on a topic in pharmacology were followed by a preintervention test for a batch of the 2nd year medical undergraduates. They were allotted either in SLOT or CT group. For a SLOT session, students of Group A (interventional group) were divided into teams and each team prepared five multiple choice questions on the given topic in PowerPoint format, which were presented to other teams and audience. The proceedings were facilitated by two lecturers. Group B undertook CT (controls). A postintervention test was then taken for both groups. Feedback was sought from students and teachers on SLOT. Results: The total marks for the test were 20. The mean marks in Group A improved by 31% (from 5.1 to 11.2). In Group B, they improved by 11% (from 5 to 7.2). Academic performance following SLOT was better than CT. Students (63%) favored SLOT as it stimulated their interest in the topic, improved self-learning skills, and teamwork. The teachers also favored SLOT for similar reasons.
Fecha de publicación:
2016.
Autores :
Shilpa P Jadav;
Tushar R Gosai;
Divakar Balusamy ;
Anupama Sukhlecha;
Autor corporativo:
Indian journal of pharmacology,
Editores:
Medline-PubMed ;
Editorial:
1,
Signatura Topográfica:
7
Idioma:
Inglés
Páginas:
83
Existencias:
88
Palabras claves:
Active learning
Audiovisual aids
Teaching-learning methods
Tutorials
Público objetivo:
Posgrado
Decanatura
Docentes
Educadores Medicos
Titulo Artículo:
Student-led objective tutorials in Pharmacology: An interventional study
Resumen:
Objectives: Students learn in a better way if they are involved in active learning. Hence, the study was designed to introduce student-led objective tutorials (SLOTs) as an alternative to conventional tutorials (CTs) in pharmacology and to compare SLOT and CT on outcomes such as improved score in tests, active involvement of students, and faculty requirement of each. Materials and methods: Didactic lectures taken on a topic in pharmacology were followed by a preintervention test for a batch of the 2nd year medical undergraduates. They were allotted either in SLOT or CT group. For a SLOT session, students of Group A (interventional group) were divided into teams and each team prepared five multiple choice questions on the given topic in PowerPoint format, which were presented to other teams and audience. The proceedings were facilitated by two lecturers. Group B undertook CT (controls). A postintervention test was then taken for both groups. Feedback was sought from students and teachers on SLOT. Results: The total marks for the test were 20. The mean marks in Group A improved by 31% (from 5.1 to 11.2). In Group B, they improved by 11% (from 5 to 7.2). Academic performance following SLOT was better than CT. Students (63%) favored SLOT as it stimulated their interest in the topic, improved self-learning skills, and teamwork. The teachers also favored SLOT for similar reasons.
Autores:
Shilpa P Jadav
,
Tushar R Gosai
,
Divakar Balusamy
,
Anupama Sukhlecha
,
.
Titulo Revista:
Indian journal of pharmacology,
.
Numero:
7
Volumen:
48
Fecha de publicación:
2016.
Base de Datos Bibliográfica:
Medline-PubMed ,
.
Suplemento:
1.
Idioma:
Inglés
Página Inicial:
83
Página Final:
88
ISBN:
1998-3751
Palabras claves:
Active learning
Audiovisual aids
Teaching-learning methods
Tutorials
Público objetivo:
Posgrado
Decanatura
Docentes
Educadores Medicos
Título Medline-PubMed :
Student-led objective tutorials in Pharmacology: An interventional study
Resumen:
Objectives: Students learn in a better way if they are involved in active learning. Hence, the study was designed to introduce student-led objective tutorials (SLOTs) as an alternative to conventional tutorials (CTs) in pharmacology and to compare SLOT and CT on outcomes such as improved score in tests, active involvement of students, and faculty requirement of each. Materials and methods: Didactic lectures taken on a topic in pharmacology were followed by a preintervention test for a batch of the 2nd year medical undergraduates. They were allotted either in SLOT or CT group. For a SLOT session, students of Group A (interventional group) were divided into teams and each team prepared five multiple choice questions on the given topic in PowerPoint format, which were presented to other teams and audience. The proceedings were facilitated by two lecturers. Group B undertook CT (controls). A postintervention test was then taken for both groups. Feedback was sought from students and teachers on SLOT. Results: The total marks for the test were 20. The mean marks in Group A improved by 31% (from 5.1 to 11.2). In Group B, they improved by 11% (from 5 to 7.2). Academic performance following SLOT was better than CT. Students (63%) favored SLOT as it stimulated their interest in the topic, improved self-learning skills, and teamwork. The teachers also favored SLOT for similar reasons.
Autores :
Shilpa P Jadav;
Tushar R Gosai;
Divakar Balusamy ;
Anupama Sukhlecha;
Autor corporativo:
Indian journal of pharmacology,
Fecha de publicación:
2016.
Tipo :
Medline-PubMed .
Idioma:
Inglés
Palabras claves:
Active learning
Audiovisual aids
Teaching-learning methods
Tutorials
Público objetivo:
Posgrado
Decanatura
Docentes
Educadores Medicos
Título Medline-PubMed :
Student-led objective tutorials in Pharmacology: An interventional study
Resumen:
Objectives: Students learn in a better way if they are involved in active learning. Hence, the study was designed to introduce student-led objective tutorials (SLOTs) as an alternative to conventional tutorials (CTs) in pharmacology and to compare SLOT and CT on outcomes such as improved score in tests, active involvement of students, and faculty requirement of each. Materials and methods: Didactic lectures taken on a topic in pharmacology were followed by a preintervention test for a batch of the 2nd year medical undergraduates. They were allotted either in SLOT or CT group. For a SLOT session, students of Group A (interventional group) were divided into teams and each team prepared five multiple choice questions on the given topic in PowerPoint format, which were presented to other teams and audience. The proceedings were facilitated by two lecturers. Group B undertook CT (controls). A postintervention test was then taken for both groups. Feedback was sought from students and teachers on SLOT. Results: The total marks for the test were 20. The mean marks in Group A improved by 31% (from 5.1 to 11.2). In Group B, they improved by 11% (from 5 to 7.2). Academic performance following SLOT was better than CT. Students (63%) favored SLOT as it stimulated their interest in the topic, improved self-learning skills, and teamwork. The teachers also favored SLOT for similar reasons.
Autores :
Shilpa P Jadav;
Tushar R Gosai;
Divakar Balusamy ;
Anupama Sukhlecha;
Autor corporativo:
Indian journal of pharmacology,
Fecha de publicación:
2016.
Paginas:
83.
ISBN:
1998-3751.
Idioma:
Inglés
Palabras claves:
Active learning
Audiovisual aids
Teaching-learning methods
Tutorials
Público objetivo:
Posgrado
Decanatura
Docentes
Educadores Medicos
Titulo Artículo:
Student-led objective tutorials in Pharmacology: An interventional study
Resumen:
Objectives: Students learn in a better way if they are involved in active learning. Hence, the study was designed to introduce student-led objective tutorials (SLOTs) as an alternative to conventional tutorials (CTs) in pharmacology and to compare SLOT and CT on outcomes such as improved score in tests, active involvement of students, and faculty requirement of each. Materials and methods: Didactic lectures taken on a topic in pharmacology were followed by a preintervention test for a batch of the 2nd year medical undergraduates. They were allotted either in SLOT or CT group. For a SLOT session, students of Group A (interventional group) were divided into teams and each team prepared five multiple choice questions on the given topic in PowerPoint format, which were presented to other teams and audience. The proceedings were facilitated by two lecturers. Group B undertook CT (controls). A postintervention test was then taken for both groups. Feedback was sought from students and teachers on SLOT. Results: The total marks for the test were 20. The mean marks in Group A improved by 31% (from 5.1 to 11.2). In Group B, they improved by 11% (from 5 to 7.2). Academic performance following SLOT was better than CT. Students (63%) favored SLOT as it stimulated their interest in the topic, improved self-learning skills, and teamwork. The teachers also favored SLOT for similar reasons.
Fecha de publicación:
2016.
Autor corporativo:
Indian journal of pharmacology,
.
Idioma:
Inglés
Palabras claves:
Active learning
Audiovisual aids
Teaching-learning methods
Tutorials
Público objetivo:
Posgrado
Decanatura
Docentes
Educadores Medicos
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Shilpa P Jadav Tushar R Gosai Divakar Balusamy Anupama Sukhlecha Shilpa P Jadav Tushar R Gosai Divakar Balusamy Anupama Sukhlecha Student-led objective tutorials in Pharmacology: An interventional study. 1: 2016; 48Ed. 83.
