Learning experience of undergraduate medical students during ‘model preparation’ of physiological concepts

Korean Journal of Medical Education. 2018;30(4):359-364 DOI 10.3946/kjme.2018.108

 

Journal Homepage

Journal Title: Korean Journal of Medical Education

ISSN: 2005-727X (Print); 2005-7288 (Online)

Publisher: Korean Society of Medical Education

LCC Subject Category: Education: Education (General) | Medicine: Medicine (General)

Country of publisher: Korea, Republic of

Language of fulltext: English

Full-text formats available: PDF, HTML, ePUB, XML, PubReader

 

AUTHORS

Krishnamurthy Soundariya ( Department of Physiology, Sri Manakula Vinayagar Medical College and Hospital, Puducherry, India)
Velusami Deepika ( Department of Physiology, Sri Manakula Vinayagar Medical College and Hospital, Puducherry, India)
Ganapathy Kalaiselvan ( Department of Community Medicine, Sri Manakula Vinayagar Medical College and Hospital, Puducherry, India)
Munian Senthilvelou ( Department of Physiology, Sri Manakula Vinayagar Medical College and Hospital, Puducherry, India)

EDITORIAL INFORMATION

Double blind peer review

Editorial Board

Instructions for authors

Time From Submission to Publication: 12 weeks

 

Abstract | Full Text

Purpose Learning physiological concepts and their practical applications in the appropriate contexts remains a great challenge for undergraduate medical students. Hence the present study aimed to analyze the learning experience of undergraduate medical students during an active learning process of ‘preparation of models’ depicting physiological concepts. Methods A total of 13 groups, involving 55 undergraduate medical students with three to five individuals in each group, were involved in model preparation. A total of 13 models were exhibited by the students. The students shared their learning experiences as responses to an open-ended questionnaire. The students’ responses were analyzed and generalized comments were generated. Results Analysis of the results showed that the act of ‘model preparation’ improved concept understanding, retention of knowledge, analytical skills, and referral habits. Further, the process of ‘model preparation’ could satisfy all types of sensory modality learners. Conclusion This novel active method of learning could be highly significant in students’ understanding and learning physiology concepts. This approach could be incorporated in the traditional instructor-centered undergraduate medical curriculum as a way to innovate it.