Cargando…
Transition From Observational to Collaborative Learning to Augment Practical Skill Training in First-Year Medical Students
Introduction Students exhibit less interest in hematology demonstration experiments as they are not expected to do it during their examination. Adopting a different strategy, like collaborative learning, might spark interest, motivate them to work together towards a shared objective, and help furthe...
Autores principales: | , , , , , , , |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Cureus
2023
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10423650/ https://www.ncbi.nlm.nih.gov/pubmed/37581151 http://dx.doi.org/10.7759/cureus.41899 |
_version_ | 1785089495945707520 |
---|---|
author | Umesh, Madhusudhan Singaravelu, Vidya M, Kalpana Gaur, Archana Ganji, Vidya Taranikanti, Madhuri John, Nitin Saileshkumar, Sai |
author_facet | Umesh, Madhusudhan Singaravelu, Vidya M, Kalpana Gaur, Archana Ganji, Vidya Taranikanti, Madhuri John, Nitin Saileshkumar, Sai |
author_sort | Umesh, Madhusudhan |
collection | PubMed |
description | Introduction Students exhibit less interest in hematology demonstration experiments as they are not expected to do it during their examination. Adopting a different strategy, like collaborative learning, might spark interest, motivate them to work together towards a shared objective, and help further learning and understanding. The current study aimed to assess the effectiveness of collaborative learning in comparison with traditional practical demonstration. Methodology First MBBS students were divided into two groups of 50 each (1 - collaborative learning, 2 - traditional demonstration). In the traditional demonstration, the experiment was demonstrated by faculty using the required materials. In the collaborative learning method, 50 students were divided into groups (seven of seven each) and each group was provided with procedural details of the experiment and requisite materials. At the end of the experiment, assessment was done. In collaborative learning groups, the team cohesion scale (TCS) was employed to analyze group dynamics. Students’ perceptions, and feedback regarding collaborative learning as a tool in practical experiments were collected using a five-point Likert scale. Results Post-experiment assessment scores in collaborative learning (8.65±1.54) were significantly higher than the traditional demonstration group (7.06±1.46). High scorers in TCS consistently belonged to groups that completed the experiment on time (positive outcome), whereas students with low scores often belonged to groups that did not complete the experiment (negative outcome). Conclusion Collaborative learning may be used for practical teaching in medical education as it fosters good communication, enables problem-solving, aiding the Indian medical graduate in fulfilling the role of a team member. |
format | Online Article Text |
id | pubmed-10423650 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Cureus |
record_format | MEDLINE/PubMed |
spelling | pubmed-104236502023-08-14 Transition From Observational to Collaborative Learning to Augment Practical Skill Training in First-Year Medical Students Umesh, Madhusudhan Singaravelu, Vidya M, Kalpana Gaur, Archana Ganji, Vidya Taranikanti, Madhuri John, Nitin Saileshkumar, Sai Cureus Medical Education Introduction Students exhibit less interest in hematology demonstration experiments as they are not expected to do it during their examination. Adopting a different strategy, like collaborative learning, might spark interest, motivate them to work together towards a shared objective, and help further learning and understanding. The current study aimed to assess the effectiveness of collaborative learning in comparison with traditional practical demonstration. Methodology First MBBS students were divided into two groups of 50 each (1 - collaborative learning, 2 - traditional demonstration). In the traditional demonstration, the experiment was demonstrated by faculty using the required materials. In the collaborative learning method, 50 students were divided into groups (seven of seven each) and each group was provided with procedural details of the experiment and requisite materials. At the end of the experiment, assessment was done. In collaborative learning groups, the team cohesion scale (TCS) was employed to analyze group dynamics. Students’ perceptions, and feedback regarding collaborative learning as a tool in practical experiments were collected using a five-point Likert scale. Results Post-experiment assessment scores in collaborative learning (8.65±1.54) were significantly higher than the traditional demonstration group (7.06±1.46). High scorers in TCS consistently belonged to groups that completed the experiment on time (positive outcome), whereas students with low scores often belonged to groups that did not complete the experiment (negative outcome). Conclusion Collaborative learning may be used for practical teaching in medical education as it fosters good communication, enables problem-solving, aiding the Indian medical graduate in fulfilling the role of a team member. Cureus 2023-07-14 /pmc/articles/PMC10423650/ /pubmed/37581151 http://dx.doi.org/10.7759/cureus.41899 Text en Copyright © 2023, Umesh et al. https://creativecommons.org/licenses/by/3.0/This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Medical Education Umesh, Madhusudhan Singaravelu, Vidya M, Kalpana Gaur, Archana Ganji, Vidya Taranikanti, Madhuri John, Nitin Saileshkumar, Sai Transition From Observational to Collaborative Learning to Augment Practical Skill Training in First-Year Medical Students |
title | Transition From Observational to Collaborative Learning to Augment Practical Skill Training in First-Year Medical Students |
title_full | Transition From Observational to Collaborative Learning to Augment Practical Skill Training in First-Year Medical Students |
title_fullStr | Transition From Observational to Collaborative Learning to Augment Practical Skill Training in First-Year Medical Students |
title_full_unstemmed | Transition From Observational to Collaborative Learning to Augment Practical Skill Training in First-Year Medical Students |
title_short | Transition From Observational to Collaborative Learning to Augment Practical Skill Training in First-Year Medical Students |
title_sort | transition from observational to collaborative learning to augment practical skill training in first-year medical students |
topic | Medical Education |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10423650/ https://www.ncbi.nlm.nih.gov/pubmed/37581151 http://dx.doi.org/10.7759/cureus.41899 |
work_keys_str_mv | AT umeshmadhusudhan transitionfromobservationaltocollaborativelearningtoaugmentpracticalskilltraininginfirstyearmedicalstudents AT singaraveluvidya transitionfromobservationaltocollaborativelearningtoaugmentpracticalskilltraininginfirstyearmedicalstudents AT mkalpana transitionfromobservationaltocollaborativelearningtoaugmentpracticalskilltraininginfirstyearmedicalstudents AT gaurarchana transitionfromobservationaltocollaborativelearningtoaugmentpracticalskilltraininginfirstyearmedicalstudents AT ganjividya transitionfromobservationaltocollaborativelearningtoaugmentpracticalskilltraininginfirstyearmedicalstudents AT taranikantimadhuri transitionfromobservationaltocollaborativelearningtoaugmentpracticalskilltraininginfirstyearmedicalstudents AT johnnitin transitionfromobservationaltocollaborativelearningtoaugmentpracticalskilltraininginfirstyearmedicalstudents AT saileshkumarsai transitionfromobservationaltocollaborativelearningtoaugmentpracticalskilltraininginfirstyearmedicalstudents |