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J Forensic Leg Med. 2017 Nov;52:137-142. doi: 10.1016/j.jflm.2017.09.007. Epub 2017 Sep 11.

Student's perception about innovative teaching learning practices in Forensic Medicine.

Author information

1
Professor & Head, Department of Forensic Medicine & Toxicology, Pramukhswami Medical College, Karamsad, Anand, Gujarat 388325, India. Electronic address: sanjaykg@charutarhealth.org.
2
Assistant Professor, Department of Forensic Medicine & Toxicology, Pramukhswami Medical College, Karamsad, Anand, Gujarat 388325, India. Electronic address: utsavnp@charutarhealth.org.
3
Department of Community Medicine & Central Research Services, Pramukhswami Medical College, Karamsad, Anand, Gujarat 388325, India. Electronic address: jaishreeg@charutarhealth.org.

Abstract

BACKGROUND:

Since decades, Forensic Medicine is mainly taught by didactic methods but in last couple of years some other teachinglearning and assessment methods are also introduced at some places which also lacks uniformity. Feedback from learners is most fundamental aspect to assess effectiveness of applied methods, but is not implemented in practice at most medical schools in India. Unfortunately, medical students are deprived of this practical empowerment and thus may not be efficient enough to contribute potentially to the justice system during their professional life. In order to improve their efficiency in the field, we introduced few innovative teaching-learning methods and documented their perceptions.

MATERIALS AND METHODS:

This pilot study was carried out with students who had completed their second professional year (5th semester) of medical curriculum. Students were exposed to few innovative teaching-learning and assessment approaches in addition to conventional methods during their Forensic Medicine term. These approaches were interactivity in large group lecturing, small group activities, student led objective tutorial, court visit in real scenario, practical records book, surprise tests, structured theory question papers, model answers, objective structured practical examinations and structured oral viva. Their perceptions were documented later through structured questionnaire.

RESULTS:

Students reported all methods as 'interesting' except 'surprise tests'. Court visits were rated highest for generating interest (98%). Clarity of concept was experienced through all methods (range of 71-95%). Interactive large group lectures reported highest (by 95%students) for clarifying concepts, although this is not a typical characteristic of large group teaching. Enhanced learning experience was reported in 75-92.5% for different methods. Student Led Objective Tutorials seemed to facilitate enhance learning most (92.5%).

CONCLUSION:

Innovations in teaching-learning are need of hour especially in subject like Forensic Medicine which has direct implications to add into administration of justice in the court of law. This pilot study has given us ideas for making teaching-learning and assessment more student centric considering emerging societal needs.

KEYWORDS:

Assessment; Court visits; Enhanced learning; Medical education; Undergraduate medical students

PMID:
28922654
DOI:
10.1016/j.jflm.2017.09.007
[Indexed for MEDLINE]
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