Students’ Perception To Different Types Of Reasoning Questions For Histology Practical Training
European Journal of Molecular & Clinical Medicine,
2020, Volume 7, Issue 9, Pages 615-623
AbstractBackground: Educators world over are constantly looking for new ways to improve student understanding and performance. While the traditional methods of teaching are effective as is, introduction of newer, fresher methods may prove useful in providing an additional level of thinking and reasoning in students. Peer-framed reasoning questions is one such example that has been reported to show considerable improvement in student knowledge, and hence, performance. In a subject like histology, reasoning could prove useful to explain the microanatomy of structures and their relation to physiological functions.
Aim and objectives: To determine students’ perception to different types of reasoning questions for histology practical training, and to assess their performance and response to the same.
Methodology: This study is conducted on 50 first year medical students if Saveetha Medical College. The students were given 2 questions framed with the help of two first year medical students for histology slides over a period of 6 histology hours. The answers to the questions were collected and corrected. The performance of the students was evaluated. To assess the perception of students towards the questions given in the above sessions, they were subjected to answer a validates questionnaire, the results of which were evaluated.
Results: The students showed considerable interest in the programme and participated diligently. The answers to the feedback questionnaire showed positive responses in the whereabouts of 60% to all questions, with negative responses in the range of 10-15%. The rest remained neutral. Hence, most students found this practice useful and interesting.
Conclusion: The participating students felt the programme was useful and refreshing, being a change from routine classes. The different approach to the subject helped them understand gaps in their knowledge as well as fill them. By going through the slides and information themselves, the students were able to understand how microanatomy of various body tissues goes hand in hand with their physiological functions.
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