Orginal Research
2021 March
Volume : 9 Issue : 1


Perception of quiz as an adjunctive learning modality in clinical microbiology amongst medical students of central India

Mehta A, Bansal H, Tripathi K

Pdf Page Numbers :- 24-30

Abhishek Mehta1,*, Himanshi Bansal1 and Kiran Tripathi1

 

1Department of Microbiology, Government Medical College, Datia, Madhya Pradesh, India

 

*Corresponding author: Dr.Abhishek Mehta, Associate Professor, Department of Microbiology, Government Medical College- Datia, Datia (Madhya Pradesh) -475661, India. Mobile: +91-8077538542; Email: abhishekmehta623@gmail.com

 

Received 4 November 2020; Revised 25 November 2020; Accepted 4 December 2020; Published 16 December 2020

 

Citation: Mehta A, Bansal H, Tripathi K. Perception of quiz as an adjunctive learning modality in clinical microbiology amongst medical students of central India. J Med Sci Res. 2021; 9(1):24-30. DOI: http://dx.doi.org/10.17727/JMSR.2021/9-5

 

Copyright: © 2021 Mehta A et al. Published by KIMS Foundation and Research Center. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

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Abstract

Background: The conventional teaching modalities like lectures if practiced alone can’t transfer concepts as effectively as active learning approaches like quiz and serve only as a data transferring tool. There is a wide range of educational benefits of quiz like enhanced learning, conceptualization and improved academic performance which makes it the right candidate to be explored as an adjunctive learning tool.

Purpose: This study was undertaken to document perception of students regarding utility of quiz as a complementary teaching modality.

Methodology: In this interventional study conducted in the Department of Microbiology, Govt. Medical College, Datia, India. Second MBBS students were divided into two groups of 34 students each. The topic standard precautions were covered through two learning modules. One module through didactic lecture to one group and through self study followed by quiz to another. Cross over was done for the other module. The students’ perceptions regarding the utility of quiz as an adjunctive learning tool were recorded on the five point Likert scale in addition to the general feedback.

Results: On analyzing the feedbacks, majority of students were found to be very receptive and inclined towards the active learning methods like quizzing. They felt more involved, interested and motivated through such sessions.

Conclusions: The students’ perception regarding quiz was very positive. So, there is a need to explore the prospects of incorporating such active teaching learning modalities as adjunctive learning tools in medical education.

 

Keywords: didactic lectures; adjunctive learning modality; self directed learning; module; Likert scale

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