Rabiya Rehan1, Lubna Farooqi2, Hira Khan3, Rehana Rehman4. 1. Department of Physiology, Bahria University Medical and Dental College, Karachi Campus, Pakistan. 2. Department of Physiology, Fatima Jinnah Medical University, Lahore, Pakistan. 3. Research Scholar, National University of Sciences and Technology, NUST. Islamabad, Pakistan. 4. Department of Biological & Biomedical Sciences, Aga Khan University, Karachi, Pakistan.
Abstract
OBJECTIVE: To compare perception of students on usefulness of interactive tutorials and clinically-oriented problem-solving tutorials. METHODS: The cross-sectional study was carried out from January 2012 to November 2013 at Bahria University Medical and Dental College, Karachi. The perception of medical students on usefulness of interactive tutorials and clinically-oriented problem-solving tutorials was acquired through a questionnaire distributed to medical students having completed the first two years of studies. The responses on various aspects of learning of physiology were acquired on a scale of poor, good or excellent. The learning abilities and acquired skills were compared in terms of not at all, to some extent, and to great extent. Data was analysed using SPSS 15. RESULTS: Of the hundred students initially enrolled, complete response was obtained from 83(83%). Of them, 47(57%) were females. There was significant difference in understanding of structure and function by clinically-oriented problem-solving tutorials (p=0.04). The students preferred clinically-oriented problem-solving tutorials as far as understating of difficult concepts was concerned (p<0.01). Presentation skills were improved by interactive tutorials (p=0.02) whereas clinical reasoning skills acquired by clinically-oriented problem-solving tutorials was found to be significantly better (p<0.05). Both tutorials helped in the learning of content of Physiology. CONCLUSIONS: Clinical reasoning skills were acquired more by clinically-oriented problem-solving tutorials that helped in better understanding of structure and functions.
OBJECTIVE: To compare perception of students on usefulness of interactive tutorials and clinically-oriented problem-solving tutorials. METHODS: The cross-sectional study was carried out from January 2012 to November 2013 at Bahria University Medical and Dental College, Karachi. The perception of medical students on usefulness of interactive tutorials and clinically-oriented problem-solving tutorials was acquired through a questionnaire distributed to medical students having completed the first two years of studies. The responses on various aspects of learning of physiology were acquired on a scale of poor, good or excellent. The learning abilities and acquired skills were compared in terms of not at all, to some extent, and to great extent. Data was analysed using SPSS 15. RESULTS: Of the hundred students initially enrolled, complete response was obtained from 83(83%). Of them, 47(57%) were females. There was significant difference in understanding of structure and function by clinically-oriented problem-solving tutorials (p=0.04). The students preferred clinically-oriented problem-solving tutorials as far as understating of difficult concepts was concerned (p<0.01). Presentation skills were improved by interactive tutorials (p=0.02) whereas clinical reasoning skills acquired by clinically-oriented problem-solving tutorials was found to be significantly better (p<0.05). Both tutorials helped in the learning of content of Physiology. CONCLUSIONS: Clinical reasoning skills were acquired more by clinically-oriented problem-solving tutorials that helped in better understanding of structure and functions.