A study of medical education technology (MET) guidelines implementation in poorly performing first year medical students
Keywords:MET guidelines, poor performing students, problem-based learning, self-directed learning
Introduction and Aim: MET guideline is a compulsory directive of MCI which has to be implemented in medical education training program in all medical colleges in the country.Idea for research was originated by better university result of last year in which group dynamics, PBL, SDL, group discussion was implemented.The present study was conducted to improve the performance of poor scoring medical students utilizing MET guidelines.
Materials and Methods: 24 Students were selected out of 150 students on the basis of poorscore between September to March from 1st year M.B.B.S. batch (2017-2018), T.S.M. Medical College and Hospital, Amausi, Lucknow. They were exposed to MET guidelines like group dynamics, PBL, SDL, group discussion etc. Their performance was observed in successive examinations.
Results: 92% students of study group showed improvement. But desired goal was achieved by 83% students.
Conclusion: Small group teaching and newer methods of teaching are helpful in improvingperformance(increase percentage of marks) of students.
Kasselbaum, D.E. Change in medical education: the courage and will to be different. Acad Med. 1989;6(4):446-447.
Coles, C.R. Evaluating the effects curricula have on student learning: Toward a more competent theory for medical education. In: Noonan ZM, Schmidt GH, Ezzat ES, editors. Innovation in Medical Education: An Evaluation of its Present Status. New York Springer.1990; 76-93.
Entwistle, N.J., Ramsden, P. Understanding Student Learning. London: Croom Helm; 1983.
Nandi, P.L., Chan, J.N.F., Chan, C.P.K., Chan, P., Chan, L.P.K. Undergraduate medical education: comparison of problem-based learning and conventional teaching. HKMJ. 2000; 63(3): 01-306.
Moore, G.T., Block, S.D., Style, C.B., Mitchell, R. The influence of the New Pathway curriculum on Harvard medical students. Acad Med 1994;6(9): 983-989.
How to Cite
This work is licensed under a Creative Commons Attribution 4.0 International License.