Download PDF
CC BY-NC-ND 4.0 · Journal of Health and Allied Sciences NU 2020; 10(01): 15-20
DOI: 10.1055/s-0040-1705670
Original Article

Comparative Study of Student-Led Objective Tutorials versus Traditional Tutorials in Undergraduate Pharmacology Teaching in an Indian Medical School

Manoor Narasimha Sachidananda Adiga 
1   Department of Pharmacology, K.S. Hegde Medical Academy, Nitte (Deemed to be University), Deralakatte, Mangalore, Karnataka, India
,
Swathi Acharya 
1   Department of Pharmacology, K.S. Hegde Medical Academy, Nitte (Deemed to be University), Deralakatte, Mangalore, Karnataka, India
,
Rajendra Holla 
1   Department of Pharmacology, K.S. Hegde Medical Academy, Nitte (Deemed to be University), Deralakatte, Mangalore, Karnataka, India
› Author Affiliations
› Further Information
   Permissions and Reprints

Abstract

Introduction The drawback of conventional tutorials (CTs) stresses the need for a tutorial with more active participation from students. Student-led objective tutorial provides an opportunity for active learning and makes student responsible. Hence, the effectiveness of student-led objective tutorial (SLOT) with CT in teaching pharmacology for II MBBS students was evaluated in this study.

Materials and Methods In this study, 157 students were divided into three groups and further allocated to SLOT and CT subgroup equally. The effectiveness of the tutorial was evaluated objectively by comparing pretest and posttest scores as well as mean scores.

Results Pretest and posttest scores in SLOT were 3.343 ± 1.347 versus 4.8750 ± 1.750 and in CT were 3.2500 ± 1.690 versus 4.5781 ± 1.883, both type of the tutorials have shown the statistically significant improvement in the scores. The mean score in the SLOT group was 13.6711 ± 3.47712 compared with 12.1842 ± 3.50128 in the CT group showing statistically significantly (U = 2171.50, p = 0.008) higher score in SLOT. Feedback regarding the type of tutorial indicating SLOT was better and preferred among the students compared with CT. It is more interesting, helps in active learning of the subject, and encourages student to participate actively in learning process.

Conclusion SLOT and CT both improve the learning pharmacology in II MBBS students; however, SLOT being an innovative method will help in active participation of students and increases the focus of the student on particular topic in teaching.

Keywords

conventional tutorial - student-led objective tutorial - pharmacology


Publication History

Article published online:
02 March 2020

© .

Thieme Medical and Scientific Publishers Private Ltd.
A-12, Second Floor, Sector -2, NOIDA -201301, India

 

  • References

  • 1 Badyal DK, Bala S, Kathuria P. Student evaluation of teaching and assessment methods in pharmacology. Indian J Pharmacol 2010; 42 (02) 87-89
    PubMedGoogle Scholar
  • 2 Sivagnanam G, Saraswathi S, Rajasekaran A. Student-led objective tutorial (SLOT) in medical education. Med Educ Online 2006; 11 (01) 4610
    CrossrefPubMedGoogle Scholar
  • 3 Sprawls P. Evolving models for medical physics education and training: a global perspective. Biomed Imaging Interv J 2008; 4 (01) e16
    PubMedGoogle Scholar
  • 4 “tutorial.” Merriam-Webster Online Dictionary. Springfield, MA: Merriam Webster; 2006. Available at: http://www.merriam-webster.com. Accessed April 2006
  • 5 James R, Baldwin G. Tutoring and demonstrating: a guide for the University of Melbourne. Melbourne: Centre for the Study of Higher Education, The University of Melbourne, Australia; 1997. Available at: http://www.cshe.unimelb.edu.au/bookpages/chap1.html. Accessed April 2006
  • 6 University of Arizona Teaching Teams Program. How to Create Learner-Centered Courses with Teaching Teams: A Faculty Resource Manual for Participants in the Teaching Teams Program and the Einstein’s Protégés Program. Arizona: University of Arizona; 2004. Available at: http://teachingteams.arizona.edu/manual.htm. Accessed April 2006
  • 7 Cross KP. Teaching “For” learning. AAHE Bull 1987; 39 (Suppl. 08) 3-7
    Google Scholar
  • 8 Savery JR, Duffy TM. Problem based learning: an instructional model and its constructivist framework. Educ Technol 1995; 35: 31-37
    Google Scholar
  • 9 Arora K, Hashilkar NK. Effectiveness of student-led objective tutorials in pharmacology teaching to medical students. Indian J Pharmacol 2016; 48 (Suppl. 01) S78-S82
    PubMedGoogle Scholar
  • 10 Sukhlecha A, Jadav SP, Gosai TR, Balusamy D. Student-led objective tutorials in Pharmacology: an interventional study. Indian J Pharmacol 2016; 48 (Suppl. 01) S83-S88
    PubMedGoogle Scholar
  • 11 Costa ML, van Rensburg L, Rushton N. Does teaching style matter? A randomised trial of group discussion versus lectures in orthopaedic undergraduate teaching. Med Educ 2007; 41 (02) 214-217
    CrossrefPubMedGoogle Scholar
  • 12 Towle A, Cottrell D. Self directed learning. Arch Dis Child 1996; 74 (04) 357-359
    CrossrefPubMedGoogle Scholar
  • 13 Sobral DT. Cross-year peer tutoring experience in a medical school: conditions and outcomes for student tutors. Med Educ 2002; 36 (11) 1064-1070
    CrossrefPubMedGoogle Scholar
  • 14 Lohman MC, Finkelstein M. Designing groups in problem based learning to promote problem solving skill and self directedness. Instr Sci 2000; 28: 291-307
    CrossrefGoogle Scholar
  • 15 Lunyk-Child OI, Crooks D, Ellis PJ, Ofosu C, O’Mara L, Rideout E. Self-directed learning: faculty and student perceptions. J Nurs Educ 2001; 40 (03) 116-123
    CrossrefPubMedGoogle Scholar
  • 16 Kassab S, Al-Shboul Q, Abu-Hijleh M, Hamdy H. Teaching styles of tutors in a problem-based curriculum: students’ and tutors’ perception. Med Teach 2006; 28 (05) 460-464
    CrossrefPubMedGoogle Scholar