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Introduction of Class-room quality circles among 1(st) year MBBS students and its effect on students learning

AIM: The aim of this interventional study was to introduce classroom quality circles (QCs) among first-year MBBS students, to assess the effectiveness of QCs on learning experience of the students, and to evaluate the students' satisfaction level during the process of learning. MATERIALS AND ME...

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Autores principales: Chutia, Happy, Srivastava, Tripti, Bhattacharyya, Himashree
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Wolters Kluwer - Medknow 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7933705/
https://www.ncbi.nlm.nih.gov/pubmed/33688529
http://dx.doi.org/10.4103/jehp.jehp_412_20
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author Chutia, Happy
Srivastava, Tripti
Bhattacharyya, Himashree
author_facet Chutia, Happy
Srivastava, Tripti
Bhattacharyya, Himashree
author_sort Chutia, Happy
collection PubMed
description AIM: The aim of this interventional study was to introduce classroom quality circles (QCs) among first-year MBBS students, to assess the effectiveness of QCs on learning experience of the students, and to evaluate the students' satisfaction level during the process of learning. MATERIALS AND METHODS: A problem pool was created through a questionnaire. The study was carried out in the department of biochemistry, for a period of 6 months. Student's quality circle (SQC) group of five students was created. Then, feedbacks were collected from students by SQC after every class/topic delivered, and fortnightly meeting was held between the SQC group and faculty members of the department, and issues were brought to focus depending on these feedbacks collected by them. Possible initiatives and improvements were done on teaching–learning strategies depending on the outcome of these discussions. RESULTS: The effectiveness of SQC group was assessed by a pre-post questionnaire (Questionnaire-3) feedback from the students and scoring was done based on 5-point Likert scale. There was a statistically significant difference (P = 0.009) between the mean of pre-post questionnaire. To analyze the students' satisfaction level, a set of questionnaires were given to them and scoring was done. Thirty-four students agreed, 11 students were neutral, and 6 students were disagreed, that introduction of SQC was effective in solving their problems related to teaching and learning of biochemistry. CONCLUSION: SQC creates an environment of student centric, fairness, student empowerment, improving solving skills. Implementation of student-generated feedback through introduction of SQC has improved the quality of the course as well as its delivery. It complements and supplements in achieving students intended learning outcome and hence may contribute to overall learning quality in the long run.
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spelling pubmed-79337052021-03-08 Introduction of Class-room quality circles among 1(st) year MBBS students and its effect on students learning Chutia, Happy Srivastava, Tripti Bhattacharyya, Himashree J Educ Health Promot Original Article AIM: The aim of this interventional study was to introduce classroom quality circles (QCs) among first-year MBBS students, to assess the effectiveness of QCs on learning experience of the students, and to evaluate the students' satisfaction level during the process of learning. MATERIALS AND METHODS: A problem pool was created through a questionnaire. The study was carried out in the department of biochemistry, for a period of 6 months. Student's quality circle (SQC) group of five students was created. Then, feedbacks were collected from students by SQC after every class/topic delivered, and fortnightly meeting was held between the SQC group and faculty members of the department, and issues were brought to focus depending on these feedbacks collected by them. Possible initiatives and improvements were done on teaching–learning strategies depending on the outcome of these discussions. RESULTS: The effectiveness of SQC group was assessed by a pre-post questionnaire (Questionnaire-3) feedback from the students and scoring was done based on 5-point Likert scale. There was a statistically significant difference (P = 0.009) between the mean of pre-post questionnaire. To analyze the students' satisfaction level, a set of questionnaires were given to them and scoring was done. Thirty-four students agreed, 11 students were neutral, and 6 students were disagreed, that introduction of SQC was effective in solving their problems related to teaching and learning of biochemistry. CONCLUSION: SQC creates an environment of student centric, fairness, student empowerment, improving solving skills. Implementation of student-generated feedback through introduction of SQC has improved the quality of the course as well as its delivery. It complements and supplements in achieving students intended learning outcome and hence may contribute to overall learning quality in the long run. Wolters Kluwer - Medknow 2021-01-28 /pmc/articles/PMC7933705/ /pubmed/33688529 http://dx.doi.org/10.4103/jehp.jehp_412_20 Text en Copyright: © 2021 Journal of Education and Health Promotion http://creativecommons.org/licenses/by-nc-sa/4.0 This is an open access journal, and articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as appropriate credit is given and the new creations are licensed under the identical terms.
spellingShingle Original Article
Chutia, Happy
Srivastava, Tripti
Bhattacharyya, Himashree
Introduction of Class-room quality circles among 1(st) year MBBS students and its effect on students learning
title Introduction of Class-room quality circles among 1(st) year MBBS students and its effect on students learning
title_full Introduction of Class-room quality circles among 1(st) year MBBS students and its effect on students learning
title_fullStr Introduction of Class-room quality circles among 1(st) year MBBS students and its effect on students learning
title_full_unstemmed Introduction of Class-room quality circles among 1(st) year MBBS students and its effect on students learning
title_short Introduction of Class-room quality circles among 1(st) year MBBS students and its effect on students learning
title_sort introduction of class-room quality circles among 1(st) year mbbs students and its effect on students learning
topic Original Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7933705/
https://www.ncbi.nlm.nih.gov/pubmed/33688529
http://dx.doi.org/10.4103/jehp.jehp_412_20
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