Kar Maitreyee, Kar Chinmaya, Roy Hironmoy, Goyal Parmod
Department of Anatomy, North Bengal Medical College and Hospital, Siliguri, West Bengal, India.
Department of Anatomy, Regional Blood Transfusion Centre, North Bengal Medical College and Hospital, Siliguri, West Bengal, India.
Int J Appl Basic Med Res. 2017 Dec;7(Suppl 1):S38-S41. doi: 10.4103/ijabmr.IJABMR_143_17.
Early clinical exposure (ECE) is one of the important tools to teach basic science to the MBBS students. It is one form of vertical integration between basic science and clinical subjects. This study is an effort at exploring the use of ECE as a motivational tool toward better learning in neuroanatomy for first year MBBS students.
This study aims to make the students interested and motivated to study neuroanatomy by using ECE as learning tool in neuroanatomy and to make the students enable to retain the knowledge of neuroanatomy more efficiently and correlate the knowledge of neuroanatomy with neuromedicine.
This study was conducted in collaboration with the Departments of Anatomy, General Medicine and Medical Education Unit in the year 2016. This was cross-sectional study.
One hundred and fifty students of 1 Professional MBBS were subdivided into two groups. After preliminary classes on brain, brainstem, and spinal cord for both groups, conventional lecture classes were taken for Group A only on upper motor neuron (UMN) and lower motor neuron (LMN) paralysis, and only Group B visited General Medicine ward where HOD, General Medicine showed and examined patients of UMN paralysis and LMN paralysis, elicited different symptoms, and discussed different investigation. It was followed by assessment of all by problem-based multiple choice questions (MCQ) and short answer questions. Then, Group B attended lecture class on different cranial nerve palsy whereas Group A visited medicine ward. It was followed by assessment of both groups by problem-based MCQ and short answer questions. The performance was compared. Then, the feedback of the students on ECE was collected by means of reflection writing followed by administration of questionnaire. Then, the perception of teachers regarding ECE was recorded by focused group discussion.
Student's -test was used to compare the performance of both batches. Reflection writing and focus group discussion were analyzed qualitatively.
There was a significant difference in Group A ( = 0.019) but no significant difference in Group B ( = 0.679). All the teachers opined that ECE was an efficient method but more time and interdepartmental collaboration were necessary.
Group A improved performance due to ECE but Group B maintained the motivational effect of it. Therefore, ECE can be used as an effective learning tool.
早期临床接触（ECE）是向医学学士（MBBS）学生传授基础科学的重要工具之一。它是基础科学与临床学科之间垂直整合的一种形式。本研究旨在探索将ECE作为一种激励工具，以促进一年级MBBS学生更好地学习神经解剖学。
本研究旨在通过将ECE用作神经解剖学的学习工具，使学生对学习神经解剖学产生兴趣并激发其积极性，并使学生能够更有效地掌握神经解剖学知识，并将神经解剖学知识与神经医学相关联。
本研究于2016年与解剖学系、普通医学系和医学教育单位合作进行。这是一项横断面研究。
150名一年级MBBS学生被分为两组。在对两组学生进行了关于脑、脑干和脊髓的初步课程之后，仅对A组进行了关于上运动神经元（UMN）和下运动神经元（LMN）麻痹的传统讲座课程，而只有B组参观了普通医学病房，普通医学科主任在病房展示并检查了UMN麻痹和LMN麻痹的患者，引出不同症状，并讨论了不同的检查方法。随后通过基于问题的多项选择题（MCQ）和简答题对所有学生进行评估。然后，B组参加了关于不同颅神经麻痹的讲座课程，而A组参观了内科病房。随后通过基于问题的MCQ和简答题对两组进行评估。比较两组的表现。然后，通过反思写作收集学生对ECE的反馈，随后进行问卷调查。然后，通过焦点小组讨论记录教师对ECE的看法。
采用学生t检验比较两组的表现。对反思写作和焦点小组讨论进行定性分析。
A组有显著差异（P = 0.019），但B组无显著差异（P = 0.679）。所有教师都认为ECE是一种有效的方法，但需要更多时间和部门间合作。
A组因ECE提高了成绩，而B组保持了其激励效果。因此，ECE可作为一种有效的学习工具。
