Document Type : Original Article

Authors

MCI Nodal Centre for National Faculty Development, Jawaharlal Nehru Medical College, Wardha, Maharashtra, India

Abstract

AIM: The aim of this interventional study was to introduce classroom quality circles (QCs) among
first‑year MBBS students, to assess the effectiveness of QCs on learning experience of the students,
and to evaluate the students’ satisfaction level during the process of learning.
MATERIALS AND METHODS: A problem pool was created through a questionnaire. The study was
carried out in the department of biochemistry, for a period of 6 months. Student’s quality circle (SQC)
group of five students was created. Then, feedbacks were collected from students by SQC after every
class/topic delivered, and fortnightly meeting was held between the SQC group and faculty members
of the department, and issues were brought to focus depending on these feedbacks collected by
them. Possible initiatives and improvements were done on teaching–learning strategies depending
on the outcome of these discussions.
RESULTS: The effectiveness of SQC group was assessed by a pre‑post questionnaire (Questionnaire‑3)
feedback from the students and scoring was done based on 5‑point Likert scale. There was a
statistically significant difference (P = 0.009) between the mean of pre‑post questionnaire. To analyze
the students’ satisfaction level, a set of questionnaires were given to them and scoring was done.
Thirty‑four students agreed, 11 students were neutral, and 6 students were disagreed, that introduction
of SQC was effective in solving their problems related to teaching and learning of biochemistry.
CONCLUSION: SQC creates an environment of student centric, fairness, student empowerment,
improving solving skills. Implementation of student‑generated feedback through introduction of SQC
has improved the quality of the course as well as its delivery. It complements and supplements in
achieving students intended learning outcome and hence may contribute to overall learning quality
in the long run.

Keywords

1. Janice CA, LindaWJ. A Classroom Assessment Tool for Improving
Teaching and Learning. Educational Resources Information
Center; 1997.
2. Schmidt SJ, Parmer MS, Bohn DM. Using quality circles to enhance
student involvement and course quality in a large undergraduate
food science and human nutrition course. J Food Sci Educ 2005; 2‑8.
3. Nuhfer E. A Handbook for Student Management Teams. Denver,
CO: Office of Teaching Effectiveness, University of Colorado at
Denver; 1992.
4. Akturk Z, Dagdeviren N, Sahin EM, Ozer C. Use of quality
circles among first year medical students and impact on student
satisfaction. Swiss Med Wkly 2002;132:143‑7.
5. Kelley CA, Brown MB. Quality circles in the hospital setting: Their
current status and potential for the future. Health Care Manage
Rev 1987;12:55‑9.
6. Faridi MR, Al Kahtani NS, Malki TA. An introduction to student
quality circle at College of Business Administration, Salman bin
Abdulaziz University, Al Kharj, Kingdom of Saudi Arabia – An
empirical study. Int Educ Stud 2014;7:9.
7. Mountford H, Murray PA. Theoretical perspectives of older
workers: integrating human resource management practices with
resources‑based strategies. In: Ennals R, Salomon RH, editors.
Older Workers in a Sustainable Society. Frankfurt, Germany:
Peter Lang; 2011. p. 43‑55.
8. Ennals R. Quality as empowerment: Going around in circles. AI
Soc 2012:27;331‑5.