Assessing the Effectiveness of Innovative Teaching in Radiology for Undergraduates using Focus Group Discussion

Abstract

Introduction: Teaching of radiology at the undergraduate level is largely didactic and isolated from clinical context. We designed a study comparing the effectiveness of innovative teaching using Problem Solving Exercise (PSE) against conventional teaching. The present study is a part of the larger study to assess the effect of PSEs in enhancing student learning in radiology. Aim: To assess the effectiveness of PSE in teaching radiology for undergraduates utilising Focus Group Discussion (FGD). Materials and Methods: A full batch of MBBS students posted in the Department of Radiology during fifth semester had been taught by conventional as well as innovative method of PSE. A series of FGDs were organised in groups of 10-12 students to assess their views on the usefulness of the new method. All FGDs were voice recorded. The transcripts were analysed by two investigators to identify the emerging themes and sub themes. A method of triangulation was used to corroborate three sources of data gathered from i) The student perception on a Likert Scale; ii) Themes that emerged from FGD; and iii) Theoretical frame work of learning in order to explain the students’ preference for innovative teaching. Results: The study revealed a concurrence of data collected from perception, and comments made by students in FGDs. This in turn, could be clearly explained based on the theoretical framework of learning. The students showed high level of enthusiasm in participating in the FGD. Conclusion: We conclude that innovative teaching using problem solving skills is not only liked by the students, but also supported by sound theoretical principles of learning, predominantly the role of feedback and reflection. FGD was found to be feasible and user friendly method for capturing student perception.

Keywords

• feedback and reflection
• interactive teaching
• problem solving exercise