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Background: Medical education in developing country like India is undergoing progressive changes in teaching modalities. Introduction of various new modalities of innovative teachings are considered to fulfil student's needs to make them lifelong learner. Aim and Objectives: To study the learning effectiveness of seven-pronged blended learning model versus traditional teaching in competency-based curriculum. Material and Methods: Entire batch of first year MBBS students participated in the study. The study included 74 participants in Group A, who underwent the seven-pronged blended learning model and 72 participants in Group B, who underwent traditional teaching methods. After the initial phase, groups were crossed over. Learning effectiveness were judged using theory and practical examination. Results: The results showed that the seven-pronged blended learning group had statistically significant higher mean scores for theory as compared to the traditional teaching group. The mean scores obtained for practical examination were similar in both the groups. Conclusion: These findings suggest that incorporating a blended learning approach can be beneficial in improving student's theoretical understanding, but it may not necessarily have a significant impact on their practical skills. [ABSTRACT FROM AUTHOR]

Background: Effective teaching methods are important in psychiatry. Previous studies have focused on the assessment of students about the effective teaching methods but not on a self-assessment by teachers. Aims: Primary objective is to evaluate the teachers' and students' perspectives of effective teaching methods in psychiatry for medical undergraduates. Secondary objectives include assessment of the concordance of each item and exploring innovative teaching methods. Settings and Design: A cross-sectional study design used in teachers and medical students from St. John's Medical College, Bangalore (India). Methods and Material: A modified teachers and medical students perspectives of effective psychiatry teaching methods were used. Statistical Analysis: Differences in continuous variable assessed with independent sample-test and categorical variables with Chi-square test. The Domain scores were divided into tertiles and the highest and lowest tertiles were analyzed. Results: Both students and teachers had high perspectives on most of the teaching methods. Differences were found in items such as "using multimedia slide effectively," "good sense of humor while teaching," "presentation summarizes the key points," and "presentation links ideas effectively." Role play-based and live/simulated patient-based teachings were reported most frequently by both. Significantly, a higher proportion of the 6th term students and a lesser proportion of teachers were associated with the lowest tertiles for Domain 1, 2, and 3. Significantly, increased number of 8th term students were found in the higher tertiles in Domain 3. Conclusions: These findings have practical implications in identifying the gaps in effective teaching methods by the teachers. Teachers can improve their teaching methods by upgrading their presentation skills, employing new and innovative teaching skills. [ABSTRACT FROM AUTHOR]

Medical council of India has made remarkable modifications in the curriculum of medical students after a long period of more than 20 years with regulations on Graduate Medical Education 1997. Innovative and interactive teaching methods have taken center place in the implementation of the new curriculum nationwide. Small group teaching and problem‐assisted learning have brought a paradigm shift in biochemistry teaching, which was earlier teacher cantered and was taught by only didactic lectures due to which biochemistry was considered a boring and dry subject. The present interventional study was conducted in the Department of Biochemistry, Vardhman Mahavir Medical College and Safdarjung Hospital, Delhi. All the students of MBBS first professional Batch 2018–2019 were enrolled in the present study. After sensitizing the faculty and students regarding jigsaw method of learning, it was undertaken in two different batches on 4 different days, with faculty and senior residents acting as facilitators. The groups were named according to rainbow colors. The topics were taught by power point presentation before the conduction of jigsaw activity that was discussed in form of seven clinical cases. Post jigsaw, a prevalidated feedback questionnaire was filled by the students. The faculty and senior residents gave a constructive feedback via focused group discussion. In our study 100% students opined that teaching and being taught by peers was beneficial in enhancing the in depth knowledge of the topic. Ninety‐two percent students opined jigsaw learning helpful in promoting self‐directed learning in the student, whereas 88.5% students felt that this teaching learning tool to be made a the regular part of the curriculum. Jigsaw groups create many opportunities for creative interchange of ideas and lively and meaningful participations. But due to limitation of time and logistics, it can be used in conjunction with routine methods of learning. [ABSTRACT FROM AUTHOR]