Title: Impact of Multidisciplinary project-based learning among second MBBS students
Author: Shanthi.M
DOI: https://dx.doi.org/10.18535/jmscr/v9i4.25
Abstract
Background: Multidisciplinary Project-based learning promotes integration among the various subject disciplines and presents an expanded view of the subject matter. Project-based learning involves completing complex tasks that typically result in a realistic product, event, or presentation to an audience. Critical thinking is enhanced, as students search for information on a topic in great depth to create their project. Project based learning increases their confidence level, enhances creativity, communication skills, collection of information, analytical and presentation skills. While working as a team they have a preview on group dynamics and team building among themselves during project designing. There is paucity of data about the impact of multidisciplinary project-based learning in the field of medical education. This study was undertaken to study the impact of multidisciplinary project-based learning among second MBBS students.
Material and Methods: The study was approved by the institutional ethics committee. After obtaining informed consent from the students, a Multiple choice-based pretest on the 12 topics chosen for the projects was given. The topic was then allotted to the groups, the students discussed with their group facilitators and created their project and presented on the project day. The post test was given after the presentation. Feedback was obtained from the students and the facilitators. The response was collected in a feedback Questionnaire on a five‑point Likert scale. All the data were entered in Excel sheet and statistical analysis was done using SPSS software.
Results: The average marks scored in the pretest and post-test were 17.65 and 29.31 respectively. The mean difference test was 11.655 with 66.04% improvement in the score. The students opined that the project-based learning strategy was very interesting, enhanced their ability, activated their prior knowledge, helped them to elaborate and organize their knowledge.
Conclusion: The students and facilitators considered project-based learning as an interesting method for learning. Project-based learning, made the integration of different disciplines into reality. Self-directed learning was promoted. The students worked together as a team effectively
Keywords: Project-based learning; Integration; Feedback; self directed learning; knowledge; skill.
References
- Jitendra R. Patel, Dharmik S. Patel, Jasmin Parmar, Ravi Thaker, Rajesh Desai. Approach of medical students towards project-based learning. Indian Journal of Basic and Applied Medical Research. 2014;4(1) :499-502
- Tiwari R, Arya RK, Bansal M. Motivating students for project-based learning for application of research methodology skills. Int J App Basic Med Res 2017;7: S4-7.
- Alka B. Nerurkar, Jatin V. Dhanani. Effectiveness of Project based learning in teaching microbiology to undergraduate medical students. IOSR Journal of Research & Method in Education. 2016; 6(5): 19-22
- Deb T, Singh R, Mukhopadhyay K. Student`s perception and practice in learning basic pharmacology through a Project Based Learning programme. Indian Journal of Research and Reports in Medical Sciences .2013;3(2):28-31.
- Pecore, J. L. “From Kilpatrick’s Project Method to Project-Based Learning”. International Handbook of Progressive Education, edited by Mustafa Yunus Eryaman and Bertram C. Bruce, New York: Peter Lang, 2015; 155-71.
- Shapiro J, Ortiz D, Ree YY, Sarwar M. Medical students' creative projects on a third year pediatrics clerkship: a qualitative analysis of patient-centeredness and emotional connection. BMC Med Educ. 2016 .16;16:93
- Nayak SB, Mishra S, George BM, Kumar N. Student Project in Anatomy (SPA) - Making the First Year Medical Students Responsible and Creative. J Clin Diagn Res. 2016 ;10(9):JC10-JC12.
- Suman Singh, Praveen Singh, Sunil Trivedi. Application Based Learning Through Hospital Projects For Teaching Microbiology To Medical Students. National Journal of Integrated Research in Medicine. 2011; Vol. 2(3).