1Student, Rajiv Gandhi Institute of Medical Sciences, Dr. NTR University of Health Sciences, Ongole, Andhra Pradesh, India
2Assistant Professor, Rajiv Gandhi Institute of Medical Sciences, Dr. NTR University of Health Sciences, Ongole, Andhra Pradesh, India
3Principal, Rajiv Gandhi Institute of Medical Sciences, Dr. NTR University of Health Sciences, Ongole, Andhra Pradesh, India
*Corresponding author email id: thirugeriatricsongole2016@gmail.com
Online published on 7 October, 2016.
Quality of medical education is deteriorating in India. Although medical students gain good theory knowledge in medical colleges, they aren't able to attain expected clinical skills and competencies. Medical fraternity has to think about use of appropriate and adequate teaching and training techniques to improve skills and abilities of the students.
A cross-sectional study has been conducted in the month of April 2016 in the Rajiv Gandhi Institute of Medical Sciences Ongole, Prakasam District of Andhra Pradesh. A pretested and self-administered questionnaire was given to medical students and interns after explaining about various contents. Information gathered on perceptions about the current medical education system and teaching methods. Purposive sampling was taken for conduction of this study.
Descriptive statistical analysis was used to find frequencies of various qualitative indicators. Chi-square test was used to find out the association between outcome of the doctors and various expected methods of teaching and also for various factors-related like pattern of examination of medical students.
Among the 120 study participants, 90 were students and remaining 30 were interns, and a sample of 30 medical students each were considered from 2012, 2013 and 2014 batches. It was observed that integrated teaching (99.1%), interactive teaching (93.3%) along with use of advanced technology (77.5%) while teaching was preferred. Significant association was found between outcome of the doctors and various expected methods of teaching like problem-based learning (PBL), group discussions and use of advanced technology (P < 0.05).
Teachers need to adopt teaching techniques like interactive teaching PBL. Knowledge dominated examination pattern needs to shift towards skill-oriented examinations. Assessment of a medical student should be based on core curriculum and also against standard criteria of concern subject.
Examination, Medical education system, Quality, Research, Teaching methodology, Problem-based learning, Skill-based learning
