Rehan Rabiya, Ahmed Khalid, Khan Hira, Rehman Rehana
Dr. Rabiya Rehan, MBBS. Senior Lecturer, Department of Physiology, Bahria University Medical and Dental College, Karachi, Pakistan.
Dr. Khalid Ahmed, MBBS. Senior Instructor, Department of Biological and Biomedical Sciences, Faculty of Health Sciences, Agha Khan University, Karachi, Pakistan.
Pak J Med Sci. 2016 Nov-Dec;32(6):1468-1473. doi: 10.12669/pjms.326.10120.
To compare the perception of medical students on the usefulness of the interactive lectures, case-based lectures, and structured interactive sessions (SIS) in teaching and learning of Physiology.
A cross-sectional study was carried out from January to December 2012 at Bahria University Medical & Dental College, Karachi, which had qualitative and quantitative aspects, assessed by self- reported questionnaire and focused group discussion (FGD). The questionnaire was distributed to 100 medical students after completion of first year of teaching of MBBS Physiology. The data was analyzed using SPSS version 15. Differences were considered significant at p-values <0.05 after application of Friedman test. Responses of FGD were analyzed.
All the teaching methodologies helped in understanding of precise learning objectives. The comprehension of structure and functions with understanding of difficult concepts was made best possible by SIS (p=0.04, p<0.01). SIS enabled adult learning, self-directed learning, peer learning and critical reasoning more than the other teaching strategies (p< 0.01).
SIS involved students who used reasoning skills and power of discussion in a group to comprehend difficult concepts for better understanding of Physiology as compared to interactive and case-based lectures.
比较医学生对互动式讲座、案例式讲座和结构化互动课程（SIS）在生理学教学中的有用性的看法。
2012年1月至12月在卡拉奇的巴哈里亚大学医学院和牙科学院进行了一项横断面研究，该研究具有定性和定量两个方面，通过自我报告问卷和焦点小组讨论（FGD）进行评估。在MBBS生理学第一年教学结束后，向100名医学生发放了问卷。使用SPSS 15版对数据进行分析。应用弗里德曼检验后，p值<0.05时差异被认为具有统计学意义。对FGD的回答进行了分析。
所有教学方法都有助于理解精确的学习目标。结构化互动课程（SIS）在理解结构和功能以及难的概念方面做得最好（p=0.04，p<0.01）。与其他教学策略相比，结构化互动课程（SIS）更能促进成人学习、自主学习、同伴学习和批判性推理（p<0.01）。
与互动式讲座和案例式讲座相比，结构化互动课程（SIS）能让学生运用推理技能和小组讨论能力来理解难的概念，从而更好地理解生理学。
