Palappallil Dhanya Sasidharan, Sushama Jitha, Ramnath Sai Nathan
Department of Pharmacology, Government TD Medical College, Alappuzha, Kerala, India.
Int J Appl Basic Med Res. 2016 Jul-Sep;6(3):195-200. doi: 10.4103/2229-516X.186971.
Student-led seminars (SLS) are adopted as a teaching-learning (T-L) method in pharmacology. Previous studies assessing the feedback on T-L methods in pharmacology points out that the traditional seminars consistently received poor feedbacks as they were not favorite among the students.
This study aimed to obtain feedback on traditional SLS, introduce modified SLS and compare the modified seminars with the traditional ones.
This was a prospective interventional study done for 2 months in medical undergraduates of fifth semester attending Pharmacology seminars at a Government Medical College in South India.
Structured questionnaire was used to elicit feedback from participants. The responses were coded on 5-point Likert scale. Modifications in seminar sessions such as role plays, quiz, tests, group discussion, and patient-oriented problem-solving exercises were introduced along with SLS.
The data were analyzed using SPSS version 16. The descriptive data were expressed using frequencies and percentages. Wilcoxon signed rank test, and Friedman tests were used to compare traditional with modified seminars.
The participants identified interaction as the most important component of a seminar. Majority opined that the teacher should summarize at the end of SLS. Student feedback shows that modified seminars created more interest, enthusiasm, and inspiration to learn the topic when compared to traditional SLS. They also increased peer coordination and group dynamics. Students opined that communication skills and teacher-student interactions were not improved with modified seminars.
Interventions in the form of modified SLS may be adopted to break the monotony of traditional seminars through active participation, peer interaction, and teamwork.
学生主导的研讨会（SLS）被用作药理学教学方法。以往评估药理学教学方法反馈的研究指出，传统研讨会一直收到不佳反馈，因为它们不受学生喜爱。
本研究旨在获取对传统SLS的反馈，引入改进后的SLS，并将改进后的研讨会与传统研讨会进行比较。
这是一项前瞻性干预研究，在印度南部一所政府医学院的医学本科五年级学生参加药理学研讨会期间进行了2个月。
使用结构化问卷从参与者那里获取反馈。回答按5级李克特量表进行编码。在SLS的基础上引入了研讨会环节的改进，如角色扮演、测验、测试、小组讨论和以患者为导向的问题解决练习。
使用SPSS 16版对数据进行分析。描述性数据用频率和百分比表示。使用Wilcoxon符号秩检验和Friedman检验来比较传统研讨会和改进后的研讨会。
参与者认为互动是研讨会最重要的组成部分。大多数人认为教师应在SLS结束时进行总结。学生反馈表明，与传统SLS相比，改进后的研讨会在学习该主题时激发了更多的兴趣、热情和灵感。它们还增强了同伴协调和团队活力。学生们认为改进后的研讨会并未提高沟通技巧和师生互动。
可以采用改进后的SLS形式的干预措施，通过积极参与、同伴互动和团队合作来打破传统研讨会的单调。
