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首页> 外文期刊>Journal of Clinical and Diagnostic Research >Assessment of a Group Activity Based Educational Method to Teach Research Methodology to Undergraduate Medical Students of a Rural Medical College in Gujarat, India
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Assessment of a Group Activity Based Educational Method to Teach Research Methodology to Undergraduate Medical Students of a Rural Medical College in Gujarat, India

机译：对印度古吉拉特邦农村医学院的医学生进行基于小组活动的教学方法研究研究方法的评估

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Context: Early undergraduate exposure to research helps in producing physicians who are better equipped to meet their professional needs especially the analytical skills. Aim: To assess the effectiveness and acceptability of small group method in teaching research methodology. Setting: Sixth semester medical undergraduates (III MBBS-part1) of a self-financed rural medical college. Materials and Methods: The workshop was of two full days duration consisting of daily two sessions by faculty for 30 minutes, followed by group activity of about four hours and presentation by students at the end of the day. A simple 8 steps approach was used. These steps are Identify a Problem, Refine the Problem, Determine a Solution, Frame the Question, Develop a Protocol, Take Action, Write the Report and Share your Experience. A Pre-test and post-test assessment was carried out using a questionnaire followed by anonymous feedback at the end of the workshop. The responses were evaluated by blinded evaluator. Results: There were 95 (94.8%) valid responses out of the 99 students, who attended the workshop. The mean Pre-test and post-test scores were 4.21 and 10.37 respectively and the differences were found to be significant using Wilcoxon Sign Rank test (p<0.001). The median feedback score regarding relevance, skill learning, quality of facilitation, gain in knowledge was four and that of experience of group learning was 5 on a Likert scale of 1-5.There were no significant differences between male and female students in terms of Pre-test, post-test scores and overall gain in scores. Conclusion: Participatory research methodology workshop can play a significant role in teaching research to undergraduate students in an interesting manner. However, the long term effect of such workshops needs to be evaluated.
机译：背景信息：本科生对研究的早期了解有助于培养更有能力满足其专业需求（尤其是分析技能）的医师。目的：评估小组教学法在教学研究方法论中的有效性和可接受性。地点：自负盈亏的农村医学院的第六学期医学本科生（III MBBS-part1）。资料和方法：研讨会为期两天，包括每天两次由教师进行的30分钟的小组讨论，随后是大约四个小时的小组活动，并在一天结束时由学生进行介绍。使用了一个简单的8步方法。这些步骤是识别问题，完善问题，确定解决方案，提出问题，制定协议，采取行动，编写报告并分享您的经验。测试前和测试后的评估使用问卷进行，然后在研讨会结束时进行匿名反馈。回答由盲人评估者评估。结果：参加研讨会的99位学生中有95位（94.8％）有效回答。测试前和测试后的平均分数分别为4.21和10.37，使用Wilcoxon Sign Rank检验发现差异显着（p <0.001）。在相关性，技能学习，促进质量，知识获取方面的中位数反馈得分为4分，而小组学习的经验反馈得分为5分（李克特量表为1-5），男女生在以下方面没有显着差异：测试前，测试后分数和分数的总体提高。结论：参与性研究方法论研讨会可以以有趣的方式在对本科生进行研究教学中发挥重要作用。但是，需要评估此类研讨会的长期影响。

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