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Student-led seminars as a teaching-learning method- effectiveness of a modified format

Authors:

K. G. Gomathi ,

Gulf Medical University, Ajman, AE
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I. A. Shaafie,

Gulf Medical University, Ajman, AE
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Manda Venkatramana

Gulf Medical University, Ajman, AE
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Abstract

Background and objectives: Student-led seminars (SLS) are being used as a teaching-learning method for undergraduate medical students in the Gulf Medical University, Ajman. Student feedback, however, ranked SLS as a poor teaching-learning method. Objectives were to assess effectiveness of a modified format for student-led seminars in the undergraduate medical curriculum.

 

Methods: SLS was modified into a presentation followed by a quiz, to make it more interactive and student centred. The new format was implemented midway in the academic year. Student perceptions regarding SLS sessions were surveyed using an anonymous questionnaire and scored using a likert-like scale. Statistical significance (p < 0.05) was tested using the Wilcoxon signed ranked test using the SPSS19 software.

 

Results: The new format was reported to be significantly more interesting, interactive, fun and made them feel more like a team. High number of students reported ―gained new knowledge‖, ―enjoyed learning through seminars‖, ―learnt new things from my colleagues in the seminar group‖ and ―enjoyed working with my colleagues for my seminar‖. Scores for ―improvement in communication skills‖, ―learnt to make a formal scientific presentation‖ and ―gained self-confidence after presenting the seminar‖ were also high.

 

Conclusions: Since the main use of SLS as a teaching-learning method in Gulf Medical University, Ajman is to inculcate self-learning, peer-learning, teamwork and communication skills, the new format is significantly better at achieving the outcomes.
How to Cite: Gomathi, K.G., Shaafie, I.A. and Venkatramana, M., 2014. Student-led seminars as a teaching-learning method- effectiveness of a modified format. South-East Asian Journal of Medical Education, 8(1), pp.82–84. DOI: http://doi.org/10.4038/seajme.v8i1.130
Published on 23 Jun 2014.
Peer Reviewed

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