Prakash Jyoti, Chatterjee Kaushik, Jhamb D, Srivastava Kalpana, Chauhan V S
Professor, Dept of Psychiatry, Armed Forces Medical College, Pune 40, India.
Professor & Head, Dept of Psychiatry, Armed Forces Medical College, Pune 40, India.
Med J Armed Forces India. 2021 Feb;77(Suppl 1):S157-S160. doi: 10.1016/j.mjafi.2021.01.001. Epub 2021 Feb 2.
Lecture based large classroom teaching is limited in scope of learning by being primarily. Teacher focussed, directive and monotonous with students often being passive participants. In psychiatry, problem is further compounded because of stigma around the subject and lack of summative assessment. Narratives and poems have been used in education to facilitate teaching.
50 randomly selected medical undergraduate students were subjected to short poetic narrative video facilitated large classroom interactive lecture, while 50 other students were imparted traditional classroom lecture. Acceptability and effectiveness of this teaching learning modality was done with a questionnaire and multiple-choice questions on the given topic post the lecture.
Around 90 percent of the student found the modified classroom teaching to be acceptable. It was equally effective as traditional classroom teaching. Student and faculty reflected on the whole experience as innovative, immersive and appealing to empathy.
Poetic narrative facilitated classroom teaching is an acceptable and equally effective modality of large classroom teaching.
以讲座为主的大课堂教学主要以教师为中心、指令性强且单调，学生往往是被动参与者，学习范围有限。在精神病学领域，由于该学科存在污名化以及缺乏总结性评估，问题更加复杂。叙事和诗歌已被用于教育以促进教学。
随机选择50名医科本科生参加由简短诗歌叙事视频辅助的大课堂互动讲座，另外50名学生接受传统课堂讲座。讲座结束后，通过问卷和关于给定主题的多项选择题对这种教学方式的可接受性和有效性进行评估。
约90%的学生认为改进后的课堂教学是可接受的。它与传统课堂教学同样有效。学生和教师都认为整个体验具有创新性、沉浸式且能引发同理心。
诗歌叙事辅助的课堂教学是大课堂教学中一种可接受且同样有效的方式。
