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.