Use of activity-based learning to improve students’ drive for knowledge & enhance their academic performance in the subject of forensic medicine: a cross-sectional survey from a private medical college of Faisalabad, Pakistan

Abstract

Objective: To assess the effect of activity-based learning on students’ drive to acquire knowledge of the subject and enhance their academic performance. Methodology: A cross-sectional observational study was conducted among the students of a private medical college in Faisalabad, Pakistan. A total of 101 students of 3rd year MBBS of Aziz Fatimah Medical and Dental College were selected using non-probability sampling after informed consent. Data was collected after approval from Institutional Ethical Review Committee of AFMDC using a pretested self-structured questionnaire. Data analysis was done by the Statistical package for social sciences version 25. Results: Majority of the participants (56.4%) chose the Activity Based Learning (ABL) in small groups as their favorite learning methodology, followed by 18.8% (19 out of 101) who opted for ABL as a whole class. Approximately 59% students found ABL very interesting and useful while 41.5% of the participants considered ABL as a source of good understanding of the basic items/topics in forensic medicine. Similarly, majority of the participants were found completely motivated and satisfied with ABL and gained a lot, while 17.5% of the participants liked the traditional lecture-based system. Participants when asked about their opinion regarding implementing ABL in forensic medicine lecture, 80.5% supported ABL and responded that it should be continued. Conclusions: Our study showed that Activity Based Learning proved very helpful for the students in improving their academic knowledge.

Keywords

• Forensic Medicine
• Activity Based Learning
• Teaching Strategies