. Sarabmeet Singh Lehl; . Monica Gupta; . Sanjay D’Cruz
Volume 11, Issue 10 , November 2021, , Pages 1-7
Abstract
BACKGROUND: Improvement of the learning in undergraduate bedside teaching needs to bepromoted through innovative interventions. Changes in the structured format (SF) for bedside casediscussion ...
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BACKGROUND: Improvement of the learning in undergraduate bedside teaching needs to bepromoted through innovative interventions. Changes in the structured format (SF) for bedside casediscussion may help students improve their learning experience and gain insights into collaborativeself‑directed learning. The aim of the present study was to encourage collaborative and self‑directedlearning strategies by MBBS undergraduate students through a new case presentation formatstructured for this purpose.MATERIALS AND METHODS: This was an interventional study carried out in the year 2010–2011.A new SF for bedside cases presentation was developed. A comparison with the traditional formatwas done by holding one session in each format. Uniformity of topic and teaching style was ensuredby having the sessions on pulmonary medicine cases with the same teacher. The student perspectiveof the educational process was analyzed using evaluation pro forma, Likert scale, and narratives.RESULTS: Ninety final year and prefinal year MBBS students participated in this study. There wassignificantly higher participation in history taking (50.7%) and clinical examination (60%) in the SF.A higher statistically significant number of clinical possibilities were considered in the SF (85.3%vs. 66.6%). Similarly, significantly higher number of students indulged in self‑directed learning andreferred to learning resources in the SF. The SF provided students an active role (96.9%), encouragedaccess to resources (93.9%), and control of learning (75.7%). The additional interactive session wasproductive (90.9%), discussions were streamlined (66.6%), and the role of a teacher was consideredimportant (75.7%).CONCLUSION: The SF generated higher participation in the aspects of history taking, clinicalexamination, and consideration of differential diagnoses. It led to a perceived improvement inself‑directed and collaborative learning among students.