Anyaehie U B, Okeke T, Nwagha U, Orizu I, Iyare E, Dim C, Okafor C
Department of Physiology, Faculty of Medical Sciences, College of Medicine, University of Nigeria, Enugu Campus, Enugu, Nigeria.
Niger J Clin Pract. 2014 Sep-Oct;17(5):555-8. doi: 10.4103/1119-3077.141416.
Students' poor performance in physiology examinations has been worrisome to the university community. Reported preference of peer-tutoring to didactic lectures at the University of Nigeria Medical School has not been investigated.
The aim of this work is to design/implement low-cost interventions to improve teaching and learning of physiology.
This is a postintervention retrospective review of medical Student's performance in 2 nd Bachelor of Medicine and Bachelor of Surgery examinations physiology. Data were collected and analyzed by descriptive and inferential statistics using the MedCalc Statistical software (Turkey). The odds ratio (OR) was used to determine the chances of passing before and after the intervention. The level of significance was set at P < 0.05.
A total of 2152 students sat for the professional examination over the study period, and 1485 students passed the examination at first attempt giving an overall pass rate of 69%. The pass rate from 2008 when our interventions started was significantly higher than the pass rate before this reform (OR: 0.53; 95% confidence interval: 0.43-0.64; P < 0.0001).
Results support the engagement of teachers with strong translational interests and clinicians to augment existing faculty in basic sciences, innovative alternatives to passive lecture formats and students involvement in program evaluation.
学生在生理学考试中的糟糕表现一直困扰着大学师生群体。尼日利亚医学院报告的学生对同伴辅导而非传统讲授式讲座的偏好尚未得到研究。
本研究旨在设计并实施低成本干预措施，以改善生理学的教学与学习。
这是一项对医学专业学生在第二阶段医学学士和外科学士考试中生理学成绩的干预后回顾性研究。使用MedCalc统计软件（土耳其）通过描述性和推断性统计收集并分析数据。采用优势比（OR）来确定干预前后通过考试的几率。显著性水平设定为P < 0.05。
在研究期间，共有2152名学生参加了专业考试，1485名学生首次尝试即通过考试，总体通过率为69%。从2008年我们开始干预时起的通过率显著高于改革前的通过率（OR：0.53；95%置信区间：0.43 - 0.64；P < 0.0001）。
研究结果支持让具有强烈转化兴趣的教师和临床医生参与，以扩充基础科学领域现有的师资力量，采用创新的替代被动讲座形式的教学方法，并让学生参与课程评估。
