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...
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| Format: | Article |
| Language: | English |
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JCDR Research and Publications Private Limited
2023-08-01
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| Series: | Journal of Clinical and Diagnostic Research |
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| 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 |
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| author | Kalyan Khan Rupsha Dutta Pal Subrata Bhattacharjee Rajasree Chakrabarty Sabita Saha |
| author_facet | Kalyan Khan Rupsha Dutta Pal Subrata Bhattacharjee Rajasree Chakrabarty Sabita Saha |
| author_sort | Kalyan Khan |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-11T22:38:10Z |
| format | Article |
| id | doaj.art-aadf95d2802d4192ac54e7933e6bd3f7 |
| institution | Directory Open Access Journal |
| issn | 2249-782X 0973-709X |
| language | English |
| last_indexed | 2024-03-11T22:38:10Z |
| publishDate | 2023-08-01 |
| publisher | JCDR Research and Publications Private Limited |
| record_format | Article |
| series | Journal of Clinical and Diagnostic Research |
| spelling | doaj.art-aadf95d2802d4192ac54e7933e6bd3f72023-09-22T10:41:44ZengJCDR Research and Publications Private LimitedJournal of Clinical and Diagnostic Research2249-782X0973-709X2023-08-011708010510.7860/JCDR/2023/63836.18401Computer-Assisted Learning versus Conventional Methods for Pathology Tutorials: A Longitudinal Interventional StudyKalyan Khan0Rupsha Dutta Pal1Subrata Bhattacharjee2Rajasree Chakrabarty3Sabita Saha4Associate Professor, Department of Pathology, Jalpaiguri Government Medical College, Jalpaiguri, West Bengal, India.Assistant Professor, Department of Pathology, North Bengal Medical College, Siliguri, West Bengal, India.Assistant Professor, Department of Pathology, North Bengal Medical College, Siliguri, West Bengal, India.Assistant Professor, Department of Pathology, MJN Medical College, Coochbehar, West Bengal, India.Assistant Professor, Department of Pathology, North Bengal Medical College, Siliguri, West Bengal, India.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.https://www.jcdr.net/articles/PDF/18401/63836_CE[Ra1]_F(IS)_PF1(AP_PrG_SL)_QC(SHK_SL)_PFA(AP_KM)_PN(KM).pdfe-learninghistopathologymedical education |
| spellingShingle | Kalyan Khan Rupsha Dutta Pal Subrata Bhattacharjee Rajasree Chakrabarty Sabita Saha Computer-Assisted Learning versus Conventional Methods for Pathology Tutorials: A Longitudinal Interventional Study Journal of Clinical and Diagnostic Research e-learning histopathology medical education |
| title | Computer-Assisted Learning versus Conventional Methods for Pathology Tutorials: A Longitudinal Interventional Study |
| title_full | Computer-Assisted Learning versus Conventional Methods for Pathology Tutorials: A Longitudinal Interventional Study |
| title_fullStr | Computer-Assisted Learning versus Conventional Methods for Pathology Tutorials: A Longitudinal Interventional Study |
| title_full_unstemmed | Computer-Assisted Learning versus Conventional Methods for Pathology Tutorials: A Longitudinal Interventional Study |
| title_short | Computer-Assisted Learning versus Conventional Methods for Pathology Tutorials: A Longitudinal Interventional Study |
| title_sort | computer assisted learning versus conventional methods for pathology tutorials a longitudinal interventional study |
| topic | e-learning histopathology medical education |
| url | 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 |
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