Prashant Akila, Devegowda Devananda, Vishwanath Prashant, Nataraj Suma M
Department of Biochemistry, Centre of Excellence in Molecular Biology and Regenerative Medicine, JSS Medical College, JSS Academy of Higher Education and Research, Mysuru, Karnataka, India.
J Educ Health Promot. 2020 Nov 26;9:306. doi: 10.4103/jehp.jehp_462_20. eCollection 2020.
Experiential learning sessions as a teaching aid have been applied early in the medical undergraduate curriculum to improve the knowledge and inculcate research interest. We compared the ability of 1-year medical undergraduates to answer the molecular biology questions among those who had attended the experiential learning sessions of molecular biology techniques versus those who did not attend.
A randomized controlled trial was carried out with 200 1-year medical undergraduates, among whom 69 students were selected by simple random sampling for the demonstration of the molecular biology techniques, such as isolation of genomic DNA, polymerase chain reaction, cell culture techniques, western blotting, and high-performance liquid chromatography for 1-week duration. Student's feedback was collected on a five-point Likert sc ale at the end of the session to understand how they agree or disagree with a particular statement. The content validity rate (CVR) and content validity index (CVI) of the questionnaire were determined, and its internal consistency was examined by Cronbach's alpha. The internal assessment marks of these students, valued by faculty who were blinded to their training sessions, were compared with the rest of the 131 students by independent -test to know the outcome of these experiential learning sessions.
On CVR and CVI assessment, all the questions scored more than 0.70 and 0.85, respectively. Cronbach's alpha for the whole questionnaire was 0.85. Student's feedback indicated that these sessions did complement the cognitive skills acquired for these techniques. We also found a statistically significant improvement ( = 0.006) in the examination performance between the students who attended versus those who did not attend the experiential learning sessions.
Experiential learning, through demonstration and hands-on experience, enhance d the learning of molecular biology techniques among 1-year medical undergraduates.
体验式学习课程作为一种教学辅助手段，已在医学本科课程早期应用，以提高知识水平并培养研究兴趣。我们比较了参加分子生物学技术体验式学习课程的一年级医学本科生与未参加者回答分子生物学问题的能力。
对200名一年级医学本科生进行了一项随机对照试验，通过简单随机抽样从其中选取69名学生进行为期1周的分子生物学技术演示，如基因组DNA分离、聚合酶链反应、细胞培养技术、蛋白质免疫印迹法和高效液相色谱法。课程结束时，通过五点李克特量表收集学生反馈，以了解他们对特定陈述的同意或不同意程度。确定问卷的内容效度率（CVR）和内容效度指数（CVI），并通过克朗巴赫α系数检验其内部一致性。由对学生培训情况不知情的教师评定这些学生的内部评估成绩，并通过独立样本t检验与其余131名学生的成绩进行比较，以了解这些体验式学习课程的效果。
在CVR和CVI评估中，所有问题的得分分别超过0.70和0.85。整个问卷的克朗巴赫α系数为0.85。学生反馈表明，这些课程确实补充了这些技术所获得的认知技能。我们还发现，参加体验式学习课程的学生与未参加者之间的考试成绩有统计学显著提高（P = 0.006）。
通过演示和实践经验的体验式学习增强了一年级医学本科生对分子生物学技术的学习。
