Computer-Assisted Learning versus Conventional Methods for Pathology Tutorials: A Longitudinal Interventional Study
Introduction: One of the important objectives of undergraduate pathology teaching is to enable the student to correlate the normal and altered morphology of different organ systems in common diseases. The conventional chalk and board method of tutorials for imparting this training is not free of...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
JCDR Research and Publications Private Limited
2023-08-01
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| Series: | Journal of Clinical and Diagnostic Research |
| Subjects: | |
| Online Access: | https://www.jcdr.net/articles/PDF/18401/63836_CE[Ra1]_F(IS)_PF1(AP_PrG_SL)_QC(SHK_SL)_PFA(AP_KM)_PN(KM).pdf |
| Summary: | Introduction: One of the important objectives of undergraduate
pathology teaching is to enable the student to correlate the normal
and altered morphology of different organ systems in common
diseases. The conventional chalk and board method of tutorials
for imparting this training is not free of disadvantages. ComputerAssisted Learning (CAL) is the trend of the day worldwide.
Aim: The present study aimed to compare the effectiveness of
CAL with the conventional method for pathology tutorials, with
special emphasis on the retention of knowledge in students.
Materials and Methods: The present study was a longitudinal
interventional study involving 110 students of the second
Professional MBBS batch of the Department of Pathology at
North Bengal Medical College, Darjeeling, a rural area Medical
College, for a period of six months from December 2017 to
June 2018. The students were divided into an intervention
group taught by the CAL method and a control group taught
by the chalk and board method. On the day of teaching and
one month after that, assessment was done by histopathology
slide spotting. Focus Group Discussion (FGD) and a pre-tested
and validated questionnaire completion were also undertaken.
Paired t-test was used for comparison in both groups.
Results: Those instructed by the CAL Method scored
significantly higher than the control group students in both
Spotting-1 and Spotting-2. In Spotting-1, the average score
of group A (interventional group) and group B (control group)
students was 71.11±27.67 (SD) and 38.89±24.75, respectively
(p-value 0.01). In Spotting-2, the average score of group A and
group B students was 67.78±28.52 (SD) and 29.44±28.85 (SD),
respectively (p-value-0.01).
Conclusion: The present study concluded that the CAL method
is acceptable to both students and facilitators. It resulted in a
significantly improved performance of students in the diagnosis
of histopathology slides assessed immediately after teaching
and one month after teaching. Hence, CAL also assists in the
retention and recall of information. |
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| ISSN: | 2249-782X 0973-709X |