Impact of Group Study and Self-Study Sessions in Learning in First Professional Medical Students

The medical students need a holistic learning approach. Social interaction and group problem-solving increases academic skills and boost up confidence of students.

1) To study the impact of Group learning style for Academic enhancement of First Professional Medical Students. 2) To compare Group learning and Self-learning style. 3) To study the perception of students towards the Session.

After ethical consideration, this educational interventional cross-over study was done in 80 first year medical students in 2 phases. Two groups (n=40) selected by SRS. Standardised material in form of handouts was given to all during both phases. Phase I: Functions of Cerebellum (1 hour session including 10 min pre-test; 40 min study time; 10 min post-test). Phase II: Functions of Hypothalamus after cross-over 1 week later (1 hour). Pre-test and Post-test included 10 validated MCQ each: taken in each phase. Student's perception feedback taken afterwards with the help of validated questionnaire based on 5-point Likert scale.

Academic performance of students by group learning showed significant difference in scores as compared with self-learning. Mean difference in pre-and posttest scores was highly significant (p<0.0001). About 70% of students rated the session e”4.

Group learning improved the academic performance of students better than the Self-learning and was appreciated by the students. More such sessions are needed to infer about the preferred learning style by students.