Department of Biochemistry, Vardhman Mahavir Medical College and Safdarjung Hospital, New Delhi, India.
Department of Biochemistry, Sri Guru Ram Das Institute of Medical Sciences and Research Amritsar, Punjab, India.
Biochem Mol Biol Educ. 2020 Jul;48(4):337-343. doi: 10.1002/bmb.21355. Epub 2020 May 19.
Medical council of India has made remarkable modifications in the curriculum of medical students after a long period of more than 20 years with regulations on Graduate Medical Education 1997. Innovative and interactive teaching methods have taken center place in the implementation of the new curriculum nationwide. Small group teaching and problem-assisted learning have brought a paradigm shift in biochemistry teaching, which was earlier teacher cantered and was taught by only didactic lectures due to which biochemistry was considered a boring and dry subject. The present interventional study was conducted in the Department of Biochemistry, Vardhman Mahavir Medical College and Safdarjung Hospital, Delhi. All the students of MBBS first professional Batch 2018-2019 were enrolled in the present study. After sensitizing the faculty and students regarding jigsaw method of learning, it was undertaken in two different batches on 4 different days, with faculty and senior residents acting as facilitators. The groups were named according to rainbow colors. The topics were taught by power point presentation before the conduction of jigsaw activity that was discussed in form of seven clinical cases. Post jigsaw, a prevalidated feedback questionnaire was filled by the students. The faculty and senior residents gave a constructive feedback via focused group discussion. In our study 100% students opined that teaching and being taught by peers was beneficial in enhancing the in depth knowledge of the topic. Ninety-two percent students opined jigsaw learning helpful in promoting self-directed learning in the student, whereas 88.5% students felt that this teaching learning tool to be made a the regular part of the curriculum. Jigsaw groups create many opportunities for creative interchange of ideas and lively and meaningful participations. But due to limitation of time and logistics, it can be used in conjunction with routine methods of learning.
印度医学委员会在经过 20 多年的时间后，对医学生的课程进行了重大修改，其依据是 1997 年的《研究生医学教育条例》。在全国范围内实施新课程时，创新性和互动性的教学方法占据了中心位置。小组教学和问题辅助学习使生物化学教学发生了范式转变，以前的生物化学教学是以教师为中心的，仅通过讲授式讲座进行教学，这使得生物化学被认为是一门枯燥乏味的课程。本干预性研究在德里的瓦尔丹·玛哈维尔医学院和萨夫达容医院的生物化学系进行。2018-2019 年第一专业批次的所有 MBBS 学生都参加了本研究。在使教师和学生了解拼图学习法后，我们在四天内分两批进行了学习，由教师和高级住院医师担任促进者。小组根据彩虹颜色命名。在进行拼图活动之前，通过演示文稿讲授主题，然后以七个临床病例的形式进行讨论。完成拼图后，学生填写预先验证的反馈问卷。教师和高级住院医师通过重点小组讨论提供建设性反馈。在我们的研究中，100%的学生认为与同龄人一起教学和学习有助于深入了解主题。92%的学生认为拼图学习有助于促进学生的自主学习，而 88.5%的学生认为这种教学学习工具应成为课程的常规部分。拼图小组为创造性地交流思想和生动而有意义的参与创造了许多机会。但是，由于时间和后勤方面的限制，它可以与常规的学习方法结合使用。
