Generic selectors
Exact matches only
Search in title
Search in content
Filter by Categories
Acknowledgements
Book Review
Book Reviews
Classics In Indian Medicine
Clinical Case Report
Clinical Case Reports
CLINICAL RESEARCH METHODS
Clinico-pathological Conference
Conferences
Correspondence
Editorial
Eminent Indians in Medicine
Errata
Erratum
Everyday Practice
Film Review
History of Medicine
HOW TO DO IT
Images In Medicine
Letter from Bristol
Letter from Chennai
Letter From Ganiyari
Letter from Glasgow
Letter from London
Letter From Mumbai
Letter From Nepal
Masala
Medical Education
Medical Ethics
Medicine and Society
News From Here And There
Notices
Obituary
Original Article
Original Articles
Review Article
SELECTED SUMMARIES
Selected Summary
Short Report
Short Reports
Speaking for Myself
Speaking for Ourselve
Speaking for Ourselves
Students@nmji
View/Download PDF

Translate this page into:

Medical Education
2016:29:4;222-224
PMID: 28051002

Medical biochemistry: Is it time to change the teaching style?

Jeeji Palocaren1 , Lekha S Pillai1 , TM Celine2
1 Department of Biochemistry, Malankara Orthodox Syrian Church Medical College, Kolenchery 682311, Kerala, India
2 Department of Community Medicine, Malankara Orthodox Syrian Church Medical College, Kolenchery 682311, Kerala, India

Corresponding Author:
Jeeji Palocaren
Department of Biochemistry, Malankara Orthodox Syrian Church Medical College, Kolenchery 682311, Kerala
India
jeejik@gmail.com
How to cite this article:
Palocaren J, Pillai LS, Celine T M. Medical biochemistry: Is it time to change the teaching style? . Natl Med J India 2016;29:222-224
Copyright: (C)2016 The National Medical Journal of India

Abstract

Background. The Medical Council of India (MCI) recommendations on medical education suggest a shift from didactic lectures to more interactive lectures. This study assessed the effectiveness of different pedagogical methods in biochemistry and the perceptions of students and teachers about the shift from didactic to interactive lectures.
Methods. An interventional crossover study was done with the topic divided into three biochemical modules and one clinical module. The students were divided into two batches, one of which was given didactic and the other, interactive lectures. They were assessed immediately after the lecture and four months later. Anonymous feedback was obtained to gauge the students' perceptions regarding the mode of teaching. The teachers' feedback on the use of both pedagogical styles was also obtained.
Results. There was no significant difference between the performance of the two groups in either examination in three of the modules. However, there was a statistically significant difference between the two groups' performance in the module that had clinical applications, with students from the interactive lecture group performing better. All students preferred interactive classes, irrespective of the topic taught. The teachers indicated that, although at the outset the interactive lectures were difficult to manage, both in terms of content and time, these drawbacks could be overcome with time and practice.
Conclusion. Interactive lectures are an effective teaching method in biochemistry, especially in topics involving clinical application.


Fulltext Views
3

PDF downloads
0
Show Sections