Student's perception about innovative teaching learning practices in Forensic Medicine
Introduction
The medical education in India is facing problems and challenges for quality education.1 There may be many reasons for these problems and one reason could be the rapid proliferation of medical colleges in the last two decades, especially within the private sectors.2 As a result, there is no uniformity in the standard of medical education across the country.2
Since decades curriculum, teaching-learning and assessment methods have not much changed in accordance to the emerging needs of the students and society in India.3 Didactic lecturing is the commonly practiced teaching method in Forensic Medicine even today but evidences show that didactic lecturing is not a sufficient method to facilitate learning because adults learn better if they are actively involved in the teaching-learning process.4, 5, 6, 7, 8 Teaching is not merely providing information or knowledge, but also demonstrating skill, attitudes and values. Teaching is not separable from learning.9
“Forensic Medicine is the science which deals with application of all branches of medicine for purpose of administration of justice in the court of law10”. Forensic Medicine is the connecting link between medical practice and the law. The fact that no practicing physician can avoid crossing paths with the law makes it very important for the medical students have proper orientation regarding their legal duties in doing medicine.11, 12
A medical graduate must have proper understanding of the medical jurisprudence and legal aspects of medicine to serve the legal system of the country better and apply these principles as safeguard in the era of medical negligence and litigations.13, 14
Unlike the study from Saudi Arabia that reported about none of their medical colleges having a department of Forensic Medicine,15 fortunately, in India, all the medical colleges by norm have this department and teaching Forensic Medicine as an integral part of medical curriculum. But the current mostly didactic form of teaching of Forensic Medicine is not just impairing students' learning but also making them deficient in handling medico legal aspects. This might be one of the reasons for the increased number of litigations against doctors in recent times.13, 14
There are ample evidences in medical education documenting the effectiveness of many teaching learning methods. There is a need to incorporate those innovative methods in teaching of Forensic Medicine for better outcome in terms of students' understanding of the subject.16
Several western studies and few Indian studies as well have documented the positive feedback of the learners towards innovative teaching techniques offered to them in achieving the objectives of their Forensic Medicine curriculum.17, 18, 19
The usual way of teaching in any conventional setting is by the didactic lecture method. Although lecture method is good for knowledge acquisition, some matters that may be complex to understand through detailed lecture can be difficult for the learners and may become sleep inducing.20 Instead, if the teaching method can be made more involving and interactive, the objectives may get fulfilled with more interest and enthusiasm from the learners as well as the teachers. The present pilot study was taken up to implement few of the innovative teaching-learning and assessment approaches and collect student's reaction about these.
Section snippets
Material and Methods
In India, Forensic Medicine is taught to undergraduate medical students in their second professional year for the period of one and half years which is divided into three semesters (3rd, 4th and 5th semester of their professional carrier). The pilot study was carried out in Department of Forensic Medicine among the medical students during their 6th semester when they had completed their second professional year (Phase –II, 5th semester) of MBBS at Pramukhswami Medical College, associated with
Documenting students' perceptions
Since the objective of the entire exercise was to facilitate learning and improve students' understanding of the subject of Forensic Medicine, the students were not asked for any feedback when until they completed their 5th semester [Phase II] successfully and entered into 6th semester [Phase III]. At the beginning of their third year, they were asked to reflect back on their experiences with the teaching – learning and assessment methods that were introduced upon them in their previous year.
Results
Out of the batch of 97 students that experienced the various techniques, 80 students were available for feedback about how their learning was influenced by the various teaching-learning and assessment approaches employed for them. The respondents included 42 girls and 38 boys. The perceived responses were documented about three aspects namely whether or not the learning experience was interesting, whether or not the concepts clarified well and finally if it facilitated in enhancement of
Discussion
With the understanding of the possible dilemma for responding to the feedback among the students, the feedback collection was delayed. This also might have caused recall bias in the responses, but fairly good idea about the aspects of ‘Generating interest’, ‘facilitation of enhanced learning’ and ‘bringing clarity of concepts’ can be drawn from the current responses received. The innovative methods introduced in the teaching-learning and assessment are not suggested to be the ‘correct’ way for
Conclusion
Innovations in teaching and learning is need of hour especially in subject like Forensic Medicine which has direct implications to add into administration of justice in the court of law. Our experience of introduction of the innovative techniques has been well received and appreciated by the students. Though the study was not initiated with a target to find effect of any specific teaching-learning method over conventional, more such studies can be planned in future with specific objectives to
Conflict of interest statement
The authors certify that they have no affiliations with or involvement in any organization or entity with any financial interest (such as honoraria; educational grants; participation in speakers' bureaus; membership, employment, consultancies, stock ownership, or other equity interest; and expert testimony or patent-licensing arrangements), or non-financial interest (such as personal or professional relationships, affiliations, knowledge or beliefs) in the subject matter or materials discussed
Acknowledgment
We acknowledge the support and encouragement of our institution, and also all the faculty and students who participated wholeheartedly and gave feedback.
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