Attitude, but not self-evaluated knowledge, correlates with academic performance in physiology in Thai medical students

The concept-sharing approach: a teaching strategy to promote objective-oriented learning and academic performance in medical students

Traditionally teachers display the learning outline at the beginning and conclusions at the end of didactic teaching sessions, and students may find it difficult to understand how teaching activities relate to learning objectives and what they should study for assessments. We introduced the "concept-sharing approach" in our neurophysiology course. This approach explicates how the content relates with learning objectives throughout the entirety of each teaching session to help the students assimilate the learning material and direct their learning in an objective-orientated way. In this study, we aimed to examine satisfaction of the concept-sharing approach in medical students and to investigate the relationship between student perception of this teaching strategy and academic performance. The results demonstrated that most participants (74.1%) had a positive impression of this teaching strategy at the end of the course, which was significantly >50.7% at the beginning of the course (P < 0.001). The participants who agreed the concept-sharing approach was useful had significantly higher final assessment (P = 0.014) and end-of-course formative assessment scores (P = 0.001). The findings indicate that after experiencing this new teaching approach, medical students appreciate its utility and that students who engage with this approach are more likely to perform well in assessments. In summary, the concept-sharing approach is a simple teaching strategy which was favored by students and may promote academic performance.

Two-dimensional integration approach to teaching cardiovascular physiology: effectiveness and students' perspectives

BACKGROUND

Pre-clerkship medical curriculums consist of a series of organ system-based courses and lectures but often lack an integration between organ systems. Such integration could be beneficial for clerkship years and students' future career. Hence, we aimed to share our process of organising an integrative teaching approach in a large class of pre-clerkship medical students and to reflect the students' perspective toward the teaching process in this observational study. In addition, we tested effectiveness of this integrative approach compared with the traditional teaching (lecture).

METHODS

We organised a two-dimensional (2D)-integrative teaching for 309 students in selected topics of cardiovascular physiology of the medical curriculum of the Faculty of Medicine, Chulalongkorn University, Thailand. The first dimension of integration is the incorporation of physiology of other organ systems into the cardiovascular physiology class. The second is the integration of multiple teaching methods and strategies, including small group discussion, student presentation, wrap-up, quiz, and question-and-answer sessions. Unless opting out, students evaluated this integrative teaching by filling in a questionnaire. The summative scores were also used to determine their comprehensive understandings of the content.

RESULTS

The course evaluation showed that most students (81.9-91.2%) had positive attitudes toward all organised sessions, i.e. this teaching method helps promote their basic and applied physiology knowledge, critical thinking, information searching, presentation, and teamwork skills. In general, students at all performance levels attained higher scores in the summative exam for the 2D-integrative-class-relevant questions (74.4±16.1%) than for the lecture-pertinent questions (65.2±13.6%).

CONCLUSIONS

In a large class size of pre-clerkship students, 2D-integrative teaching strategies with careful planning and preparation can be successfully implemented, based on positive attitudes and relatively high summative scores of students in this study. Hence, this comprehensive teaching could be incorporated in current medical curriculums, particularly for the complex learning topics.