Voices from the Classroom: How Student Feedback Shapes Active Learning in Forensic Medicine

Medical learning is evolving at a fast phase with the National Medical Council laying emphasis on teacher training and evolving curriculum. The teacher is now seen as a facilitator who acts as guide, mentor, and enabler of learning. In this study we assessed the impact of active learning methods on student outcome in Forensic Medicine & Toxicology

This mixed-methods educational intervention study was done in the Department of Forensic Medicine & Toxicology, Himalayan Institute of Medical Sciences and Research, Dehradun and included students of MBBS Final Prof Part II. Pre and Post course feedback was collected from the students, besides the reflections and the same were analyzed to understand their experiences and outcomes.

Both the Qualitative and Quantitative feedback reflects well on the overall instructional design of the session, indicating that it successfully captured and maintained attention of the students while effectively conveying the necessary information. The students highly rated the overall experience of the session (4.4). The practical application of the content, was rated 4.33 out of 5. The effectiveness of the case studies in making the topic understandable was appreciated by the students and they rated it 4.32. The session format was also well-received, and earned a rating of 4.33.

This study indicates a need for an educational approach that emphasizes practical scenarios and interactive learning to address the complexities of medical negligence. Some limitations were identified and we aim to incorporate these changes in the future iterations of this study.