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ORIGINAL ARTICLE
Year : 2018  |  Volume : 6  |  Issue : 3  |  Page : 130-137

Evaluation of third year BAMS students perception and feedback on Teaching- Learning Methods of Kaumarbhritya


1 Professor, Dept of Kaumarabhritya, Mahatma Gandhi Ayurved Medical College, Hospital & Research Centre, Datta Meghe Institute of Medical Sciences (DU), Wardha, Maharashtra, India
2 Professor, Dept of Rasashastra & Bhaishajya Kalpana, Mahatma Gandhi Ayurved Medical College, Hospital & Research Centre, Datta Meghe Institute of Medical Sciences (DU), Wardha, Maharashtra, India

Correspondence Address:
Renu B Rathi
Professor, Dept of Kaumarabhritya, Mahatma Gandhi Ayurved Medical College, Hospital & Research Centre, Datta Meghe Institute of Medical Sciences (DU), Wardha, Maharashtra
India
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Source of Support: None, Conflict of Interest: None


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Introduction: Teaching is a means of offering a unique, definite, and essential social service through specialized training. Kaumarabhritya is Ayurveda Pediatrics which mainly deals with the prevention and treatment of various disorders since conception to adolescent age-group. There are several strategies adopted for encouraging student’s involvement in the learning process of this subject. Objectives: To obtain the perception and feedback of third year BAMS students on teaching-learning methods of Kaumarabhritya. Material and Methods: This was a prospective observational study based on questionnaire, IEC approved educational research project. Questionnaire consisted of total thirty questions under eight heads, including five open ended questions to seek their suggestions on different aspects ofteaching- learning methods. Results: 89.65% students agreed that didactic lecture is mosteffective as compared to othermethods such as integrated teaching; problem based learning, tutorial or group discussion. 99.99% were in view of effective mode with animated or audio-visual lectures as compared to black-board teaching. 79.31% students opined more clinical teaching hours to be allotted as compared to theory with demonstration of signs and examination on patients for better understanding of diseases. Regarding format of question paper and its solving ability, students felt MCQ, BAQ and SAQ then level one type long answer questions (LAQ) easy to solve. Conclusion: Students approved ease and interest in objective structured clinical exam (OSCE) in comparison with traditional practical method and bed side viva-voce. They have been demanding two papers of the subject Kaumarabhritya/Balrog than single paper with shift in final year from third year due to lack of clinical exposure, difficultto understand and less scoring.


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