Student and faculty perspectives on Laboratory Based Learning (LBL) sessions in Physiology.
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Date
2012-12
Journal Title
Journal ISSN
Volume Title
Publisher
South East Asia Regional Association for Medical Education.
Abstract
Objective: To explore students’ and faculty members’ perspectives regarding LBL sessions-the
gaps/pitfalls- to explore possibilities for improvement.
Method: Two sets of questionnaires, one each for students and faculty members were developed and
administered to the students of first year MBBS (n=113) and Faculty members of physiology
department (n=13) of MMMC, Manipal. Both questionnaires had closed-ended questions (no negative
statements) inviting responses in the form of Likert scale. Open-ended questions were included in the
questionnaire distributed to faculty members. Quantitative analysis was done using SPSS version 16.
Results: Students agreed to all items, with a median score of 4. Students’ responses clearly indicated
that, in general, they were satisfied with conduction of LBL sessions in physiology, while, faculty
members concurred with them with a median score of 4 for items other than student related and
expressed that current LBL sessions were adequate for MBBS curriculum. Faculty members were of
the opinion that students need to practice more in LBL sessions. They also suggested inclusion of
additional teaching aids in LBL sessions.
Conclusion: Majority of students and faculty members were satisfied with the content and
methodology employed in the current laboratory based sessions in physiology. Some of the
suggestions given by students and faculty members could be easily implemented for improving the
process, while others require additional infrastructure and logistic support.
Description
Keywords
Physiology practical, medical education, undergraduate curriculum, student, teacher
Citation
Vashe Asha, Abraham Reem Rachel, Torke Sharmila, Pallath Vinod, Kamath Asha. Student and faculty perspectives on Laboratory Based Learning (LBL) sessions in Physiology. South East Asia Regional Association for Medical Education. 2012 December; 6(2): 1-7.