| کلیدواژههای انگلیسی مقاله |
Faculty, Perception, Tutorial, Teaching, IntroductionSmall group tutorial teaching has become an increasingly important and necessary component of undergraduate medical education. Relatively little is known about the students&,rsquo perceptions of small group goals, effective teaching practices, and methods of evaluation in the small group settings despite the increased use of small group tutorial teaching in medical education ( 1,).Small group tutorial teaching has increasingly been adopted by many medical schools and other disciplines as well, keeping pace with the technological advancement in the last five decades and changing career demands ( 2,).In India, there are more than 535 recognized medical colleges and a large number of medical students graduating annually. The medical college lecturers face the challenge of teaching large classes while maintaining and improving the quality of medical education. Currently, didactic lectures are the method of choice to get across a large amount of theoretical information to a large group of learners at one time. Hence, most of the students see knowledge as something to be transmitted by the teacher to them. Teaching in many countries is dominated by teacher-centred classrooms ( 3,). Some of the important concepts like flexibility in learning, problem solving, critical thinking, and independent learning are least recognized ( 4,). The best solution for eradicating teacher-centred teaching is to involve the students actively in the learning process, and small group teaching, like tutorials and case-based learning, is optimal for this. Small group teaching is an educational strategy that may be used to facilitate learning. Small group learning has grown in popularity in medical education as it offers a dynamic and collaborative setting for learning ( 5,). Tutorials enable an adult approach toward learning where students take responsibility for their own learning ( 6,). A recent review of motivational and cognitive effects of tutorials ( 7,) showed that students fostered interactive learning and positive cognitive effects, such as recall of information and cognitive conflicts leading to conceptual change ( 8,, 9,). Tutorials have a direct positive effect on children and motivate them to learn.This type of small group teaching plays a pivotal role in the overall growth of students, whether it is a tutorial, seminar, simulated learning, problem&,#8209 based learning, or case- based learning. Tutorial is a popular effective learning approach conceived and implemented in education to enhance the students&,rsquo application of knowledge and higher&,#8209 order thinking skills ( 10,). In tutorials, students get the opportunity to discuss the issues, ask questions, reflect critically, clarify misunderstandings, test hypotheses, and evaluate ideas while closely interacting with the teacher and other students.Working in small groups make the students active, confident, and independent in their learning ( 11,). The tutorials make it possible for students to support each other in the problem&,#8209 solving process and provide a means to &,ldquo scaffold&,rdquo the learning process of the student ( 3,). Students feel comfortable to express their thoughts and ideas clearly. They can reflect on their experiences while learning from their peers ( 12,). Small group teaching increases the students&,rsquo interest in learning, provides the opportunity to clarify the points of confusion, promotes student&,#8209 faculty and peer&,#8209 peer interaction, enhances teamwork ability, and fosters communication skills ( 13,, 14,). In addition, small group teaching is useful in promoting higher&,#8209 level intellectual skills such as reasoning, problem&,#8209 solving, and critical thinking. These skills are also important for medical students who will eventually become involved professionally with patients and other health&,#8209 care professionals ( 15,).A number of publications have reported the students&,rsquo perceptions of effective tutors in problem-based learning curricula ( 10,, 16,). However, relatively little is known about perceptions of students on the effectiveness of tutorial as a small group teaching. The purpose of the study was to measure the perceptions of medical students on the effectiveness of tutorial among undergraduate medical students.MethodsFor the present cross-sectional study, we conducted a descriptive survey at the Subbaiah Institute of Medical Sciences (SIMS), Shivamogga affiliated to Rajiv Gandhi University, India. We collected the data from year 1 and year 2 medical undergraduate students. We collected the data from 300 undergraduate students using convenience sampling method ( 17,). Faculty members from SIMS with an experience of tutorials and knowledge of research developed the questionnaire. A pilot test of the questionnaire was done on 20 undergraduate medical students each from first year and second year. Their responses and feedback were used to assess the format, language, and clarity of the items. Based on the feedback given by the students and after consultation with 6 faculty members, necessary revisions of the questionnaire were made. The 22 items of the questionnaire were scored on a 5&,#8209 point Likert scale ranging from &,ldquo strongly agree,&,rdquo [4] to &,ldquo strongly disagree&,rdquo [0] which measure the students&,rsquo perception of small group tutorial effectiveness. The average score for each participant was calculated on the 5-point scale. The questionnaire comprises 5 domains. The average of the first 5 items measured the students&,rsquo perception towards learning experience. Each of the second, third and fourth parts consisted of 4 items and the average of those items measured the students&,rsquo perception towards teamwork, confidence, and communication skills. The average of the last five items measured the students&,rsquo perception towards the role of the tutor.The internal consistency of all 22 items measured by Cronbach&,rsquo s alpha reliability test was 0.80. We included open&,#8209 ended questions in the questionnaire to get response from the students on the challenges and benefits of small group tutorials.The questionnaire was filled by the students during 2019-2020 academic year. The purpose of the study was to inform to the participants. Participation was voluntary, and all participants remained anonymous. Ethical approval for the study was obtained from the ethics committee of Subbaiah Medical Sciences Institute.We used SPSS version 24 software (IBM Corporation, New York, USA) to analyze the collected data. The continuous variables were summarized as mean and standard deviation for each item of the questionnaire. Student t&,#8209 tests were used to analyse the differences between the perception of students on the effectiveness of tutorials with respect to gender and year of the study (year 1 and 2). To compare the impact of age on the effectiveness of tutorial, we used a one&,#8209 way analysis of variance (ANOVA). P &,lt 0.05 was considered statistically significant for both t&,#8209 tests and ANOVA. Additionally, we did qualitative analysis based on the responses from the open-ended questions given by students regarding the benefits and challenges of tutorials.ResultsDemographic characteristics of the students are shown in Table 1,. A total of 136 first year and 164 second year medical students completed the questionnaires. Of these respondents, 133 (44.33%) were male and 167 (55.67%) were female. The mean age of the respondents was 20 years, with a range of 19-24 years. A large percentage of respondents was 19 years old or younger (70.67 %) and 20 years (20.33%). Participants characteristicsFrequencyPercentageGender |
| نویسندگان مقاله |
SHIVANANDA NAYAK B |
1Subbaiah Institute of Medical Sciences, Purle, Shivamogga, Karnataka, India; 2Faculty of Medical Sciences, The University of the West Indies, St Augustine, Trinidad and Tobago
VINEETH SRIDEVI |
Subbaiah Institute of Medical Sciences, Purle, Shivamogga, Karnataka, India
PRADEEPKUMAR SAHU |
Faculty of Medical Sciences, The University of the West Indies, St Augustine, Trinidad and Tobago
NAGENDRA SUBBARAMAIAH |
Subbaiah Institute of Medical Sciences, Purle, Shivamogga, Karnataka, India
LATHA TELANG |
Subbaiah Institute of Medical Sciences, Purle, Shivamogga, Karnataka, India
PRASHANTHKUMAR GOUDAPPALA |
Subbaiah Institute of Medical Sciences, Purle, Shivamogga, Karnataka, India
CHANDRAKANTH HALAPPA KARIAPPA |
Subbaiah Institute of Medical Sciences, Purle, Shivamogga, Karnataka, India
AKANKSHA SHARMA |
Subbaiah Institute of Medical Sciences, Purle, Shivamogga, Karnataka, India
MAANASA SAGARI K |
Subbaiah Institute of Medical Sciences, Purle, Shivamogga, Karnataka, India
AKASH S NAYAK |
Kasturba Medical College, Manipal Academy of higher education, Manipal, Karnataka, India
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