Fostering Medical Education by Role Reversal and Analyzing If Pedagogy by Students Can Enhance Their Learning
Background: Pedagogy is a crucial art where teachers facilitate and enhance the learning process. Physiology, as a conceptual subject in medical education, can benefit from effective teaching strategies. Innovations and new teaching methods are continually being explored to increase student interest...
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| Format: | Article |
| Language: | English |
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Wolters Kluwer Medknow Publications
2024-10-01
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| Series: | CHRISMED Journal of Health and Research |
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| Online Access: | https://journals.lww.com/10.4103/cjhr.cjhr_134_24 |
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| author | Konakanchi Suresh Hirok Chakraborty R. Sindhu A. V. Vinay Swikruti Behera |
| author_facet | Konakanchi Suresh Hirok Chakraborty R. Sindhu A. V. Vinay Swikruti Behera |
| author_sort | Konakanchi Suresh |
| collection | DOAJ |
| description | Background:
Pedagogy is a crucial art where teachers facilitate and enhance the learning process. Physiology, as a conceptual subject in medical education, can benefit from effective teaching strategies. Innovations and new teaching methods are continually being explored to increase student interest in physiology. One such initiative is the pedagogy competition, designed to boost engagement and motivation among undergraduate medical students, while also fostering critical thinking and self-directed learning. However, the impact of these competitions on student learning outcomes and perceptions has not been thoroughly examined. Therefore, this study investigates the effectiveness of pedagogy competitions on learning outcomes and perceptions among medical undergraduates.
Materials and Methods:
A questionnaire-based quasi-experimental cross-sectional study was conducted with 1st-year MBBS students (n = 70). Students (n = 35) who participated in the pedagogy competition were classified as active learners, while those (n = 35) who did not participate served as passive learners. A validated questionnaire containing both closed-ended and open-ended questions related to the pedagogy competition was administered. The data were then tabulated and analyzed.
Results:
The concept of pedagogy competitions was familiar to 87% of active learners and 50% of passive learners. Both groups believed these competitions positively impacted their learning experiences, enhancing motivation, improving comprehension, and encouraging exploration beyond the standard curriculum; however, the degree of acceptance was significantly higher among active learners. Both groups also agreed that participation in pedagogy competitions improves communication skills, and they were neutral regarding whether the experience caused added stress.
Conclusion:
The study found that both active and passive learners viewed pedagogy competitions positively, citing increases in motivation, understanding of complex concepts, and exploration beyond the curriculum. Active learners rated these benefits more highly. Both groups agreed that the competitions improved communication skills and were neutral about potential stress. In addition, the competition fostered self-directed learning and facilitated peer interaction. |
| format | Article |
| id | doaj-art-2908a87f20ee4b2fb9d8392ab6a487d8 |
| institution | OA Journals |
| issn | 2348-3334 2348-506X |
| language | English |
| publishDate | 2024-10-01 |
| publisher | Wolters Kluwer Medknow Publications |
| record_format | Article |
| series | CHRISMED Journal of Health and Research |
| spelling | doaj-art-2908a87f20ee4b2fb9d8392ab6a487d82025-08-20T02:02:38ZengWolters Kluwer Medknow PublicationsCHRISMED Journal of Health and Research2348-33342348-506X2024-10-0111418418810.4103/cjhr.cjhr_134_24Fostering Medical Education by Role Reversal and Analyzing If Pedagogy by Students Can Enhance Their LearningKonakanchi SureshHirok ChakrabortyR. SindhuA. V. VinaySwikruti BeheraBackground: Pedagogy is a crucial art where teachers facilitate and enhance the learning process. Physiology, as a conceptual subject in medical education, can benefit from effective teaching strategies. Innovations and new teaching methods are continually being explored to increase student interest in physiology. One such initiative is the pedagogy competition, designed to boost engagement and motivation among undergraduate medical students, while also fostering critical thinking and self-directed learning. However, the impact of these competitions on student learning outcomes and perceptions has not been thoroughly examined. Therefore, this study investigates the effectiveness of pedagogy competitions on learning outcomes and perceptions among medical undergraduates. Materials and Methods: A questionnaire-based quasi-experimental cross-sectional study was conducted with 1st-year MBBS students (n = 70). Students (n = 35) who participated in the pedagogy competition were classified as active learners, while those (n = 35) who did not participate served as passive learners. A validated questionnaire containing both closed-ended and open-ended questions related to the pedagogy competition was administered. The data were then tabulated and analyzed. Results: The concept of pedagogy competitions was familiar to 87% of active learners and 50% of passive learners. Both groups believed these competitions positively impacted their learning experiences, enhancing motivation, improving comprehension, and encouraging exploration beyond the standard curriculum; however, the degree of acceptance was significantly higher among active learners. Both groups also agreed that participation in pedagogy competitions improves communication skills, and they were neutral regarding whether the experience caused added stress. Conclusion: The study found that both active and passive learners viewed pedagogy competitions positively, citing increases in motivation, understanding of complex concepts, and exploration beyond the curriculum. Active learners rated these benefits more highly. Both groups agreed that the competitions improved communication skills and were neutral about potential stress. In addition, the competition fostered self-directed learning and facilitated peer interaction.https://journals.lww.com/10.4103/cjhr.cjhr_134_24active learningmedical educationmedical undergraduatespedagogyteaching peers |
| spellingShingle | Konakanchi Suresh Hirok Chakraborty R. Sindhu A. V. Vinay Swikruti Behera Fostering Medical Education by Role Reversal and Analyzing If Pedagogy by Students Can Enhance Their Learning CHRISMED Journal of Health and Research active learning medical education medical undergraduates pedagogy teaching peers |
| title | Fostering Medical Education by Role Reversal and Analyzing If Pedagogy by Students Can Enhance Their Learning |
| title_full | Fostering Medical Education by Role Reversal and Analyzing If Pedagogy by Students Can Enhance Their Learning |
| title_fullStr | Fostering Medical Education by Role Reversal and Analyzing If Pedagogy by Students Can Enhance Their Learning |
| title_full_unstemmed | Fostering Medical Education by Role Reversal and Analyzing If Pedagogy by Students Can Enhance Their Learning |
| title_short | Fostering Medical Education by Role Reversal and Analyzing If Pedagogy by Students Can Enhance Their Learning |
| title_sort | fostering medical education by role reversal and analyzing if pedagogy by students can enhance their learning |
| topic | active learning medical education medical undergraduates pedagogy teaching peers |
| url | https://journals.lww.com/10.4103/cjhr.cjhr_134_24 |
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