Abstract
Objective:
To assess usefulness of student’s seminars in teaching of physiology.
Methods:
A cross sectional study conducted from January 2010 to December 2011. The students seminars were scheduled once in two months for a duration of 2 hours with at least three presentations. Presentation of 30 minutes carried by a group of four students was, followed by question and answer session. The response of students on usefulness of seminars was acquired through a questionnaire with three components; I) usefulness of seminars in understanding of Physiology acquired on 5 point Likert Scale strongly disagree (0) to strongly agree (5); II) useful for leaning capabilities on three point scale, not at all, to some extent and to a great extent, and III) comprised the free comment section. Frequency of responses was analyzed by SPSS version 11.
Results:
A total of 13 seminars were conducted by Department of Physiology. Response showed that 62 (71%) and 71(82%) were not able to understand content and difficult concepts of Physiology. Only 2(2%) rated its usefulness to understand pathological aspects, it did not help altogether in theory examination and only 5 (6%) rated its efficacy for practical examination. Working in group enabled them 42(48%) to interact with each other. Seminars helped in self directed learning with development of presentation and communication skills in 21(24%), 28 (32 %) and 32(37%) respectively. The students recommended this to be conducted in small groups.
Conclusion:
Students were not satisfied with the utility of seminars in teaching of Physiology and improvement in their learning capabilities.
Rehana Rehman, Syeda Umme Rubab Zaidi, Hina Moazzam. (2014) Role of Student Semiars in Teaching Physiology, The Pakistan Journal of Medicine and Dentistry, Volume-3, Issue-3.
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