Comparison of conventional and integrated method of teaching in MBBS students

Seema Anjenaya, NC Mohanty, Pankaj Patil


Background: Most of the medical institutions in India follow the conventional method of teaching where knowledge gained by the students is in a fragmented and disjointed manner while integrated method of teaching is more holistic and systematic.

Objectives: Since our institution is now keen on adopting integrated teaching, this study has been undertaken as a pilot project and conducted with a view to study the impact of integrated teaching in improving knowledge, attitude and skills of MBBS students, as compared to conventional methods of teaching. It also aims at sensitizing and motivating the staff members to implement new teaching- learning methodology.

Methods: The present study is a completely randomized design (Two- group simple randomized design) done at M.G.M. Medical College and Hospital, Navi- Mumbai. A pre- tested questionnaire was given to all 100 IInd MBBS students to study their existing level of knowledge and attitude regarding ‘Breast- feeding and Complementary feeding practices’. They were then randomly divided into two groups- a study group of 50 students who received integrated teaching by didactic lectures, case- studies and live demonstrations by Departments of Community Medicine, Obstetrics and Gynecology and Pediatrics, while a control group of 50 students who received conventional teaching through didactic lectures. Post test was conducted after 3 months of intervention. The mean knowledge and attitude scores of pretest and post test of conventional & integrated groups were compared. The students’ skills were tested by personal observations by the project faculty. Feedback was taken through informal discussions from participating staff members regarding their experience.

Results: In the post test, the mean knowledge scores of conventional and integrated groups were 12.92 and 15.06 respectively with standard deviation of 1.947 and 1.942 respectively. Similarly, with regards to attitude, the mean ranks for conventional and integrated groups were 38.49 and 62.51 respectively with sum of ranks of 1924.50 and 3125.50 respectively. There was a significant improvement in both knowledge and attitude of students of integrated group as compared to conventional group (p < 0.05). The faculties observed improved skills in students of integrated group. Feedback taken from students showed that 87% were enthusiastic about integrated approach to teaching, while 13% felt that it is time consuming. Feedback taken from faculties also showed a positive response towards the integrated approach to teaching.

Conclusion: Integrated method of teaching was found to be more effective in improving the knowledge, attitude and skills of MBBS students than conventional method thereby emphasizing the need to adopt the innovation in education.

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