e-ISSN 2395-3950, p-ISSN 2395-440X
Severity: 8192
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Filename: drivers/Session_files_driver.php
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Function: library
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e-ISSN 2395-3950, p-ISSN 2395-440X
This to certify that International Research and Publications in Medical Sciences (IRPMS) editorial team has considered to present the best paper award to the corresponding author Kristine Joy G. Boholst, Noli A. Cabildo, David Vi for publishing his outstanding research paper in IRPMS, Volume-3, Issue-4, Oct-Dec entitled as 1. FACTORS FOR TUBERCULOSIS TREATMENT RELAPSE AMONG PATIENTS PREVIOUSLY TAKING CATEGORY 1 STANDARD TUBERCULOSIS TREATMENT REGIMEN IN SELECTED MUNICIPALITIES OF ILOCOS SUR.
editor@ irpms.com, irpmseditor@gmail.com +91 9427222776
Sumanta Dutta, Ramlakhan Meena, Deepali Pathak, Lal Chand Verma, Naveen Kumar Simatwal, Rakesh Kumar Punia
ABSTRACT
Background & Objectives: This study was conducted to obtain the students’ feedback on the problem based learning teaching method for undergraduate curriculum of Forensic Medicine. Methods: The study was conducted in the Department of Forensic Medicine over a period of three months on the current batch of 250 students of II MBBS from October to December, 2015. Five cases of commonly encountered but controversial medicolegal problems were introduced to the batch in small groups by problem based learning method. Students’ perception was obtained on introduction of new method using pre determined and validated questionnaire using Likert scale for responses. Observations: Majority of the students enjoyed the new teaching methodology. 88% students wanted the implementation of the problem based learning method as a routine teaching practice, 7% were against it and rest 5% were not bothered. 70% students felt that they strongly agreed that the new method was helpful in generation of interest in the topic. Interpretation & Conclusion: A balanced and well planned collaboration of traditional and case based learning methods may prove effective teaching methodology in Forensic Medicine at undergraduate level which may enhance their medicolegal skills in clinical practice.
Key-words: Problem based learning, forensic medicine, teaching learning method
HOW TO CITE THIS ARTICLE:
PubMed Style
Dutta S, Meena R, Pathak D, Verma LC, Simatwal NK, Punia RK. Students’ Feedback On Introduction Of Problem Based Learning In Undergraduate Teaching Of Forensic Medicine. Int Res Pub Med Sci. 2016; 2(2):80-85.
Web Style
Dutta S, Meena R, Pathak D, Verma LC, Simatwal NK, Punia RK. Students’ Feedback On Introduction Of Problem Based Learning In Undergraduate Teaching Of Forensic Medicine. http://irpms.com/home/article_abstract/148 [Access: July 10, 2016].
AMA (American Medical Association) Style
Dutta S, Meena R, Pathak D, Verma LC, Simatwal NK, Punia RK. Students’ Feedback On Introduction Of Problem Based Learning In Undergraduate Teaching Of Forensic Medicine. Int Res Pub Med Sci. 2016; 2(2): 80-85.
Vancouver/ICMJE Style
Dutta S, Meena R, Pathak D, Verma LC, Simatwal NK, Punia RK. Students’ Feedback On Introduction Of Problem Based Learning In Undergraduate Teaching Of Forensic Medicine. Int Res Pub Med Sci 2016; 2(2): 80-85.
Harvard Style
Dutta S, Meena R, Pathak D, Verma LC, Simatwal NK, Punia RK.(2016) Students’ Feedback On Introduction Of Problem Based Learning In Undergraduate Teaching Of Forensic Medicine. Int Res Pub Med Sci. 2(2): 80-85.
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