Usage of Multimedia Learning Modules for Teaching
The OSCA format is used in many medical schools and can be considered generically as an assessment which uses a series of stations with students performing musical chairs as they rotate through the stations and tackle the set tasks. OSCA can be used in all years of the course for assessing clinically relevant content areas and skills which require a visual trigger or a hand on technique. Example includes a microscope slide (histology or pathology) a gross anatomy or pathology specimen, a diagnostic imaging material, a clinical photograph or a simulated patient.
MATERIAL & METHOD
A proforma was distributed among 200 first year students (100 MBBS & 100 BDS) of Subharti Medical College Meerut. They were asked to give their opinion regarding the method of teaching which has enabled them better understanding of the subject (Table I) and also about the method of assessment which enables them to gain more marks and is a better test of their knowledge of the subject (Table II). Students were also asked not to disclose their name if they thought it would influence the results.
DISCUSSION
Anatomy the structural basis for life, provides a unique and necessary perspective on the human body from molecular to the macroscopic stage (Marks 1996)4. A solid foundation of anatomy is the best preparation for an effective physical examination & for safe, efficient basic clinical procedures. Teaching of anatomy has attracted recent attention due to changing modern teaching methodology globally.
Previous studies have shown that on line education is an efficient tool for improving knowledge distribution using both multi media technologies to
create educational support (Benbunan- Finch 2002)5 and the internet to distribute the knowledge (Smith et al, 1999)6. Indeed most departments of anatomy do not have the resources to start full soft ware development, they just need inexpensive development of MLM’s (Multimedia learning module)to illustrate their classes.
This economic constraint was previously mentioned by Lozanoff et at (2003)7. Many institutions have integrated computer assisted instruction in their curriculum (Mattingly & Barnes 19948, Fitzharris 1998)9 with the computer assisted instruction being locally created or purchased commercially (Walsh & Bohn 199010, Standford et al 1994)11. The approach of using Table I
(1) Teaching:
(a) Through Excellent Good Average Poor
Microscope
(b) Computer Excellent Good Average Poor
Teaching fitted With digital camera
& Microscope
Teaching Excellent Good Average Poor
Through
Microscope 116 72 6 - 194
Computer teaching 105 79 9 1 193
(Student t test applied) (P> .o5)
TABLE II (2) Assessment:
(a) Diagram Excellent Good Average Poor
Making
(b) OSCA Excellent Good Average Poor
Results:- Out of 200 students, 194 replied
Teaching Excellent Good Average Poor
Diagram Making 78 106 10 - 194
OSCA (Objective structured clinical
assessment 120 61 13 - 194
(Student t test applied) (P<.05)
43 Shilpi jain 172-174.pmd 173 8/27/2012, 6:40 PM
computers to successfully support an anatomy course is therefore not unique.
In present study students have projected their views both in favour of teaching human microanatomy through microscopes as well as through computers (p value > .05). Thus an effort should be made to incorporate MLM into the regular teaching schedule of teaching microanatomy via microscope. It must be emphasized that it is unlikely that MLM’s will fully replace traditional educational tools (Lozanoff et al 2003)7 even if they appear to be superior. The main reason would be the lack of communication between the academic staff and the students if MLM’s were used exclusively.
On the other hand assessment is central to a curriculum in which student learning is subst antially self directed as it provides students with opportunities to test the adequacy of their learning12. The potential for assessment to either weaken or strengthen educational goals was recognized at an early stage leading to a commitment to formative assessment13 and the development of assessment instruments which would support, rather than undermine student learning.14 The concept that assessment should be a fair and open process was accepted for the inception of the medical school.
Those contributing questions to written assessment papers are required to prepare a model answer and to specify the minimum level of competence which must be achieved by students to be considered satisfactory.
Thus objective structured clinical examination (OSCE) has become a respected and widely used tool for the assessment of clinical competence in medical education15. In our study students showed their preference for OSCA (p value significant <.05). It was found that OSCA/OSCE was a better tool for assessment of knowledge of students in comparison to their diagram making.
These findings were corroborated by Barman A (2009)16 and Schoonheim Klein ME et al (2006)17. According to them implementation of an OSCE in undergraduate teaching appears to stimulate learning, resulting in greater achievement of specific clinical competence and a greater level of realistic self assessment.
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