Chutia Happy, Srivastava Tripti, Bhattacharyya Himashree
Department of Biochemistry, North Eastern Indira Gandhi Regional Institute of Health and Medical Sciences, Shillong, Meghalaya, India.
MCI Nodal Centre for National Faculty Development, Jawaharlal Nehru Medical College, Wardha, Maharashtra, India.
J Educ Health Promot. 2021 Jan 28;10:20. doi: 10.4103/jehp.jehp_412_20. eCollection 2021.
The aim of this interventional study was to introduce classroom quality circles (QCs) among first-year MBBS students, to assess the effectiveness of QCs on learning experience of the students, and to evaluate the students' satisfaction level during the process of learning.
A problem pool was created through a questionnaire. The study was carried out in the department of biochemistry, for a period of 6 months. Student's quality circle (SQC) group of five students was created. Then, feedbacks were collected from students by SQC after every class/topic delivered, and fortnightly meeting was held between the SQC group and faculty members of the department, and issues were brought to focus depending on these feedbacks collected by them. Possible initiatives and improvements were done on teaching-learning strategies depending on the outcome of these discussions.
The effectiveness of SQC group was assessed by a pre-post questionnaire (Questionnaire-3) feedback from the students and scoring was done based on 5-point Likert scale. There was a statistically significant difference ( = 0.009) between the mean of pre-post questionnaire. To analyze the students' satisfaction level, a set of questionnaires were given to them and scoring was done. Thirty-four students agreed, 11 students were neutral, and 6 students were disagreed, that introduction of SQC was effective in solving their problems related to teaching and learning of biochemistry.
SQC creates an environment of student centric, fairness, student empowerment, improving solving skills. Implementation of student-generated feedback through introduction of SQC has improved the quality of the course as well as its delivery. It complements and supplements in achieving students intended learning outcome and hence may contribute to overall learning quality in the long run.
本干预性研究旨在将课堂质量圈（QC）引入医学学士一年级学生中，评估质量圈对学生学习体验的有效性，并评估学生在学习过程中的满意度。
通过问卷调查创建问题库。该研究在生物化学系进行，为期6个月。创建了由五名学生组成的学生质量圈（SQC）小组。然后，SQC在每节课/每个主题讲授后收集学生的反馈，并在SQC小组和该系教师之间每两周举行一次会议，根据他们收集的这些反馈来聚焦问题。根据这些讨论的结果，对教学策略进行了可能的举措和改进。
通过学生的前后问卷（问卷3）反馈评估SQC小组的有效性，并基于5点李克特量表进行评分。前后问卷的平均值之间存在统计学显著差异（P = 0.009）。为了分析学生的满意度水平，向他们发放了一组问卷并进行评分。34名学生表示同意，11名学生持中立态度，6名学生表示不同意，即引入SQC有效地解决了他们与生物化学教学相关的问题。
SQC营造了以学生为中心、公平、赋予学生权力、提高解决问题能力的环境。通过引入SQC实施学生生成的反馈提高了课程质量及其授课质量。它在实现学生预期的学习成果方面起到了补充作用，因此从长远来看可能有助于整体学习质量的提高。
