Muraleedharan Aparna, Ragavan Saranya, Nalini Bage Nutan, Devi Rema
Department of Anatomy, Pondicherry Institute of Medical Sciences, Puducherry-605014, India.
Department of Anatomy, Jawaharlal Institute of Post Graduate Medical Education and Research (JIPMER), Karaikal, Pondicherry - 609602, India.
J Adv Med Educ Prof. 2022 Jan;10(1):22-29. doi: 10.30476/JAMP.2021.92149.1472.
Implementation of competency-based medical education (CBME) offers challenges to the faculty and students. As a part of the new curriculum by the National Medical Council of India, we introduced certain teaching and assessment modifications in anatomy. There are few studies on the actual implementation of CBME. The current study aimed to assess the perceived usefulness of the teaching, learning, and assessment methodology (TLAM) based on written feedback from students.
All the 147 first MBBS students of the batch who had undergone the new teaching learning methodology answered the questionnaire on usefulness of the various TLAMs on a 3-point Likert scale which was taken as quantitative data. They were also asked to pen down their opinions and suggestions about the TLAM which was thematically analysed and considered as qualitative data. Face and content validity was assessed prior to administration of the questionnaire. Descriptive statistics were used for quantitative variables. Qualitative data were analysed by thematic analysis.
100% of the students found vertical integration and small group teaching as useful. Seminars and quizzes were reported as useful to extremely useful by 75.5% of the students. Self-directed learning and near-peer teaching was also appreciated well by 78% of students. In Embryology and Neuroanatomy, these active learning methods were not found to be useful as these topics were difficult to understand. Overall, the new TLAM introduced as per the new medical curriculum was found useful for the majority of students.
This study provides valuable insights on the teaching, learning, and assessment methods as formulated by the competency-based medical curriculum. Though active learning methods are the integral principles of andragogy, the concepts which are difficult to understand need to be taught using the traditional teaching methodology.
基于能力的医学教育（CBME）的实施给教师和学生带来了挑战。作为印度国家医学委员会新课程的一部分，我们在解剖学教学和评估方面进行了一些改进。关于CBME实际实施情况的研究较少。本研究旨在根据学生的书面反馈评估教学、学习和评估方法（TLAM）的感知有用性。
该批次147名接受了新教学方法的医学学士一年级学生，就各种TLAM的有用性在3点李克特量表上回答问卷，此作为定量数据。他们还被要求写下对TLAM的意见和建议，对这些进行主题分析并视为定性数据。在发放问卷之前评估了表面效度和内容效度。定量变量采用描述性统计。定性数据通过主题分析进行分析。
100%的学生认为纵向整合和小组教学有用。75.5%的学生报告研讨会和测验有用至极有用。78%的学生也对自主学习和近伴教学评价很高。在胚胎学和神经解剖学中，由于这些主题难以理解，这些主动学习方法未被认为有用。总体而言，根据新医学课程引入的新TLAM对大多数学生有用。
本研究为基于能力的医学课程所制定的教学、学习和评估方法提供了有价值的见解。尽管主动学习方法是成人教育学的核心原则，但对于难以理解的概念，需要使用传统教学方法进行讲授。
