Document Type : Original Article
Authors
Department of Physiology, Sri Manakula Vinayagar Medical College and Hospital, Madagadipet, Puducherry, India-605107
Abstract
Introduction: “Competency Based Medical Education” in the Indian undergraduate medical curriculum has demanded the medical students to be “Competent learners” in addition to other explicit roles expressed by the regulatory body. Fostering the learning skills plays a major role in helping to attain clinical competence. Hence, this study aimed to implement and evaluate the effectiveness of an interactive “Workshop on Learning Skills” organized for the first-year medical undergraduates.
Methods: A mixed-method study was carried out by the Medical Education Unit. Based on purposive sampling, 100 first-year undergraduates were included as the study participants. An
interactive, activity-oriented workshop on the “Learning skills module” was conducted for the participants in small groups on textbook reading, note-taking, presentation skills, interpretation of
illustrations, and enhancing memory. The reaction of the learners and the retro-pre-evaluation of the learning skills were assessed using a self-administered questionnaire. Dennis-Congo’s study
skills inventory was administered before and readministered 10 months after the workshop. Quantitative data were analysed with Mean±SD, and a cluster analysis with frequency count was done for qualitative data.
Results: Around 57% of the participants rated the workshop as “excellent”. There was a statistically significant difference (p<0.001) in the mean scores of the “Retro-Pre evaluation” on textbook reading, note-taking, presentation skills, interpretation of illustrations, and enhancing memory. However, there was no significant difference in Dennis Congo Study Skills Inventory scores. Students expressed practical difficulties in applying the learning strategies and demanded reinforcement and follow-up sessions to induce a strong behavioural change.
Conclusion: The workshop-based approach in instilling learning skills is well received by the students. However, behavioural changes strongly demand reinforcement and follow-up sessions.
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