Nirmala Anand1, Somashekhar Pujar2, Sakshi Rao3. 1. Assistant Professor (Physiology), KAHER, JNMC, Belagavi, Karnataka, India. 2. Associate Professor (Forensic Medicine & Toxicology), KAHER, JNMC, Belagavi, Karnataka, India. 3. MBBS-III Year Student, KAHER, JNMC, Belagavi, Karnataka, India.
Abstract
BACKGROUND: The increasing tutorial size poses every teacher with the problem of student attention and participation; hence, newer strategies are needed to engage adult learners into cooperative learning. This study aims to assess the knowledge gained and retained and perceptions of students using an interactive syndicate learning style tutorial vis-a-vis conventional tutorials. METHODS: A quasi-experimental crossover study was conducted wherein students of phase 1 MBBS physiology tutorials were divided into two batches (interactive tutorials involving learning Fishbowl with Fish Battle and Round Robin Brainstorming and conventional didactic tutorials), with 65 students in each over 3 days. In the interactive tutorial group, students were seated in 2 concentric circles, the inner circle engaged in Fish Battle (a seminar followed by rebuttal), whereas the remaining students belonged to the Round Robin Brainstorming (outer circle) group, wherein brainstorming using index cards was carried out and a mind map was prepared, followed by a summary. Both batches underwent the pre- and post-MCQ test followed by the crossover study the subsequent week. For testing retention, an Multiple Choice Questions (MCQ) test was conducted after 3 weeks. In the end, 5 physiology tutorial modules were completed. RESULTS: There was a statistical improvement in the post-test scores (9.7%) gain in the Interactive Tutorial (IT) group as compared with the Conventional Tutorial (CT) group. Of the students, 56% retained the topics after undergoing IT compared with CT. Around (90%) students felt improved conceptual thinking, and 92% felt it encompassed active learning. CONCLUSION: Interactive tutorials involving such learning styles facilitate active self-determined learning, develop mutual interdependence, equal representation, and group dynamics as adult learners, and transform them into lifelong critical thinkers.
BACKGROUND: The increasing tutorial size poses every teacher with the problem of student attention and participation; hence, newer strategies are needed to engage adult learners into cooperative learning. This study aims to assess the knowledge gained and retained and perceptions of students using an interactive syndicate learning style tutorial vis-a-vis conventional tutorials. METHODS: A quasi-experimental crossover study was conducted wherein students of phase 1 MBBS physiology tutorials were divided into two batches (interactive tutorials involving learning Fishbowl with Fish Battle and Round Robin Brainstorming and conventional didactic tutorials), with 65 students in each over 3 days. In the interactive tutorial group, students were seated in 2 concentric circles, the inner circle engaged in Fish Battle (a seminar followed by rebuttal), whereas the remaining students belonged to the Round Robin Brainstorming (outer circle) group, wherein brainstorming using index cards was carried out and a mind map was prepared, followed by a summary. Both batches underwent the pre- and post-MCQ test followed by the crossover study the subsequent week. For testing retention, an Multiple Choice Questions (MCQ) test was conducted after 3 weeks. In the end, 5 physiology tutorial modules were completed. RESULTS: There was a statistical improvement in the post-test scores (9.7%) gain in the Interactive Tutorial (IT) group as compared with the Conventional Tutorial (CT) group. Of the students, 56% retained the topics after undergoing IT compared with CT. Around (90%) students felt improved conceptual thinking, and 92% felt it encompassed active learning. CONCLUSION: Interactive tutorials involving such learning styles facilitate active self-determined learning, develop mutual interdependence, equal representation, and group dynamics as adult learners, and transform them into lifelong critical thinkers.