Evaluation of Modular Learning as a Teaching Methodology for Malnutrition in Undergraduate Students

Fresh medical graduates are not competent to identify and manage malnutrition. Modular teaching involves self-directed learning of predefined skills. The module used here, included medical treatment and management of Severe Acute Malnutrition based on the WHO (World Health Organization) guidelines.

The objective of this study was to evaluate the usefulness of modular teaching methodology for achieving the competencies and students perception about the same.

This was a cross-sectional, interventional study conducted including 30 students of fifth and eight semester posted to the Department of Paediatrics. After obtaining informed consent, a pre-test was taken. Module was read by the students. Demonstration of preparation of formula, anthropometry, clinical examination and interpretation of weight for height charts was done. Following this, post-test was conducted and students’ feedback was taken in the form of a questionnaires. Same methodology was repeated in another batch of 30 students (total 60 students).

The mean pretest score in theory was 16.8 and in Objective Structured Clinical Examination it was 3.6. Post-test scores were 30.0 and 6.1, respectively. There was statistically significant improvement in both the scores. On Likert's scale, >75% of students rated the module above three for usefulness, methodology, content and presentation. 77.4% of students wanted to be taught by similar methodology at least twice in a term, while 16.6% students wanted at least once per term. All the students liked the method of assessment.

The percent gain in post-test score was very high. Modular teaching helps in improving students’ performance.