Experiential Learning in Epidemiology for Medical Undergraduates: A MixedMethod Approach

Introduction: Experiential learning assumes learning to be a continuous process and learner enters in the process according to his preferable learning style. Considering the complex nature of epidemiology and loss of interest in students due to ageold traditional lecturing, it has been only limited to complete the course by just memorising without getting insight into its utilisation in real life. Aim: To assess the effectiveness of teaching epidemiology using experiential learning method in developing interest, improved level of satisfaction and better competency in basic epidemiology among undergraduate students exposed to experiential learning than those exposed to traditional lecture. Materials and Methods: A mixed method design for an educational intervention consisting of a new teaching approach i.e., experiential learning was planned. After selection of topic, the module was prepared followed by an orientation to facilitators and student in new teaching methodology. The module was completed in 12 sessions, two hours per session. The students went through all the four stages of the Kolb cycle depending on the topic. Students were later given the Multiple Choice Questions (recall and higher order level) and satisfaction questionnaire and told to reflect on learning. Another batch was exposed to traditional lectures (20 hours) and given MCQ’s at the end. The learning outcome was assessed by nonparametric test i.e., Mann-Whitney U test. Satisfaction with new methodology was analysed by proportion. Results: Students developed an interest in learning epidemiology as depicted through their written reflections. All the students showed a high level of satisfaction. Student exposed to experiential learning scored much higher than those exposed to lecture more so on higher-order questions. Conclusion: Experiential education activities provide an effective alternative for teaching epidemiology to medical undergraduates. Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Meenakshi Khapre [verfasserIn] Mallicka Gupta [verfasserIn] Surekha Kishore [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2019

Schlagwörter:	: experiences gain in knowledge kolb cycle learning outcome satisfaction

Übergeordnetes Werk:	In: Journal of Clinical and Diagnostic Research - JCDR Research and Publications Private Limited, 2009, 13(2019), 1, Seite JC07-JC12
Übergeordnetes Werk:	volume:13 ; year:2019 ; number:1 ; pages:JC07-JC12

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc Journal toc

DOI / URN:	10.7860/JCDR/2019/38297.12488

Katalog-ID:	DOAJ037263242

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520			\|a Introduction: Experiential learning assumes learning to be a continuous process and learner enters in the process according to his preferable learning style. Considering the complex nature of epidemiology and loss of interest in students due to ageold traditional lecturing, it has been only limited to complete the course by just memorising without getting insight into its utilisation in real life. Aim: To assess the effectiveness of teaching epidemiology using experiential learning method in developing interest, improved level of satisfaction and better competency in basic epidemiology among undergraduate students exposed to experiential learning than those exposed to traditional lecture. Materials and Methods: A mixed method design for an educational intervention consisting of a new teaching approach i.e., experiential learning was planned. After selection of topic, the module was prepared followed by an orientation to facilitators and student in new teaching methodology. The module was completed in 12 sessions, two hours per session. The students went through all the four stages of the Kolb cycle depending on the topic. Students were later given the Multiple Choice Questions (recall and higher order level) and satisfaction questionnaire and told to reflect on learning. Another batch was exposed to traditional lectures (20 hours) and given MCQ’s at the end. The learning outcome was assessed by nonparametric test i.e., Mann-Whitney U test. Satisfaction with new methodology was analysed by proportion. Results: Students developed an interest in learning epidemiology as depicted through their written reflections. All the students showed a high level of satisfaction. Student exposed to experiential learning scored much higher than those exposed to lecture more so on higher-order questions. Conclusion: Experiential education activities provide an effective alternative for teaching epidemiology to medical undergraduates.
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allfields	10.7860/JCDR/2019/38297.12488 doi (DE-627)DOAJ037263242 (DE-599)DOAJ96c010a416d941f49a1b8b13bd257e7d DE-627 ger DE-627 rakwb eng Meenakshi Khapre verfasserin aut Experiential Learning in Epidemiology for Medical Undergraduates: A MixedMethod Approach 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Introduction: Experiential learning assumes learning to be a continuous process and learner enters in the process according to his preferable learning style. Considering the complex nature of epidemiology and loss of interest in students due to ageold traditional lecturing, it has been only limited to complete the course by just memorising without getting insight into its utilisation in real life. Aim: To assess the effectiveness of teaching epidemiology using experiential learning method in developing interest, improved level of satisfaction and better competency in basic epidemiology among undergraduate students exposed to experiential learning than those exposed to traditional lecture. Materials and Methods: A mixed method design for an educational intervention consisting of a new teaching approach i.e., experiential learning was planned. After selection of topic, the module was prepared followed by an orientation to facilitators and student in new teaching methodology. The module was completed in 12 sessions, two hours per session. The students went through all the four stages of the Kolb cycle depending on the topic. Students were later given the Multiple Choice Questions (recall and higher order level) and satisfaction questionnaire and told to reflect on learning. Another batch was exposed to traditional lectures (20 hours) and given MCQ’s at the end. The learning outcome was assessed by nonparametric test i.e., Mann-Whitney U test. Satisfaction with new methodology was analysed by proportion. Results: Students developed an interest in learning epidemiology as depicted through their written reflections. All the students showed a high level of satisfaction. Student exposed to experiential learning scored much higher than those exposed to lecture more so on higher-order questions. Conclusion: Experiential education activities provide an effective alternative for teaching epidemiology to medical undergraduates. : experiences gain in knowledge kolb cycle learning outcome satisfaction Medicine R Mallicka Gupta verfasserin aut Surekha Kishore verfasserin aut In Journal of Clinical and Diagnostic Research JCDR Research and Publications Private Limited, 2009 13(2019), 1, Seite JC07-JC12 (DE-627)789478048 (DE-600)2775283-5 0973709X nnns volume:13 year:2019 number:1 pages:JC07-JC12 https://doi.org/10.7860/JCDR/2019/38297.12488 kostenfrei https://doaj.org/article/96c010a416d941f49a1b8b13bd257e7d kostenfrei https://jcdr.net/articles/PDF/12488/38297_CE(Ra1)_F(AC)_PF1(AJ_SHU)_PFA(AJ_SHU)_PN(SL).pdf kostenfrei https://doaj.org/toc/2249-782X Journal toc kostenfrei https://doaj.org/toc/0973-709X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 13 2019 1 JC07-JC12
spelling	10.7860/JCDR/2019/38297.12488 doi (DE-627)DOAJ037263242 (DE-599)DOAJ96c010a416d941f49a1b8b13bd257e7d DE-627 ger DE-627 rakwb eng Meenakshi Khapre verfasserin aut Experiential Learning in Epidemiology for Medical Undergraduates: A MixedMethod Approach 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Introduction: Experiential learning assumes learning to be a continuous process and learner enters in the process according to his preferable learning style. Considering the complex nature of epidemiology and loss of interest in students due to ageold traditional lecturing, it has been only limited to complete the course by just memorising without getting insight into its utilisation in real life. Aim: To assess the effectiveness of teaching epidemiology using experiential learning method in developing interest, improved level of satisfaction and better competency in basic epidemiology among undergraduate students exposed to experiential learning than those exposed to traditional lecture. Materials and Methods: A mixed method design for an educational intervention consisting of a new teaching approach i.e., experiential learning was planned. After selection of topic, the module was prepared followed by an orientation to facilitators and student in new teaching methodology. The module was completed in 12 sessions, two hours per session. The students went through all the four stages of the Kolb cycle depending on the topic. Students were later given the Multiple Choice Questions (recall and higher order level) and satisfaction questionnaire and told to reflect on learning. Another batch was exposed to traditional lectures (20 hours) and given MCQ’s at the end. The learning outcome was assessed by nonparametric test i.e., Mann-Whitney U test. Satisfaction with new methodology was analysed by proportion. Results: Students developed an interest in learning epidemiology as depicted through their written reflections. All the students showed a high level of satisfaction. Student exposed to experiential learning scored much higher than those exposed to lecture more so on higher-order questions. Conclusion: Experiential education activities provide an effective alternative for teaching epidemiology to medical undergraduates. : experiences gain in knowledge kolb cycle learning outcome satisfaction Medicine R Mallicka Gupta verfasserin aut Surekha Kishore verfasserin aut In Journal of Clinical and Diagnostic Research JCDR Research and Publications Private Limited, 2009 13(2019), 1, Seite JC07-JC12 (DE-627)789478048 (DE-600)2775283-5 0973709X nnns volume:13 year:2019 number:1 pages:JC07-JC12 https://doi.org/10.7860/JCDR/2019/38297.12488 kostenfrei https://doaj.org/article/96c010a416d941f49a1b8b13bd257e7d kostenfrei https://jcdr.net/articles/PDF/12488/38297_CE(Ra1)_F(AC)_PF1(AJ_SHU)_PFA(AJ_SHU)_PN(SL).pdf kostenfrei https://doaj.org/toc/2249-782X Journal toc kostenfrei https://doaj.org/toc/0973-709X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 13 2019 1 JC07-JC12
allfields_unstemmed	10.7860/JCDR/2019/38297.12488 doi (DE-627)DOAJ037263242 (DE-599)DOAJ96c010a416d941f49a1b8b13bd257e7d DE-627 ger DE-627 rakwb eng Meenakshi Khapre verfasserin aut Experiential Learning in Epidemiology for Medical Undergraduates: A MixedMethod Approach 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Introduction: Experiential learning assumes learning to be a continuous process and learner enters in the process according to his preferable learning style. Considering the complex nature of epidemiology and loss of interest in students due to ageold traditional lecturing, it has been only limited to complete the course by just memorising without getting insight into its utilisation in real life. Aim: To assess the effectiveness of teaching epidemiology using experiential learning method in developing interest, improved level of satisfaction and better competency in basic epidemiology among undergraduate students exposed to experiential learning than those exposed to traditional lecture. Materials and Methods: A mixed method design for an educational intervention consisting of a new teaching approach i.e., experiential learning was planned. After selection of topic, the module was prepared followed by an orientation to facilitators and student in new teaching methodology. The module was completed in 12 sessions, two hours per session. The students went through all the four stages of the Kolb cycle depending on the topic. Students were later given the Multiple Choice Questions (recall and higher order level) and satisfaction questionnaire and told to reflect on learning. Another batch was exposed to traditional lectures (20 hours) and given MCQ’s at the end. The learning outcome was assessed by nonparametric test i.e., Mann-Whitney U test. Satisfaction with new methodology was analysed by proportion. Results: Students developed an interest in learning epidemiology as depicted through their written reflections. All the students showed a high level of satisfaction. Student exposed to experiential learning scored much higher than those exposed to lecture more so on higher-order questions. Conclusion: Experiential education activities provide an effective alternative for teaching epidemiology to medical undergraduates. : experiences gain in knowledge kolb cycle learning outcome satisfaction Medicine R Mallicka Gupta verfasserin aut Surekha Kishore verfasserin aut In Journal of Clinical and Diagnostic Research JCDR Research and Publications Private Limited, 2009 13(2019), 1, Seite JC07-JC12 (DE-627)789478048 (DE-600)2775283-5 0973709X nnns volume:13 year:2019 number:1 pages:JC07-JC12 https://doi.org/10.7860/JCDR/2019/38297.12488 kostenfrei https://doaj.org/article/96c010a416d941f49a1b8b13bd257e7d kostenfrei https://jcdr.net/articles/PDF/12488/38297_CE(Ra1)_F(AC)_PF1(AJ_SHU)_PFA(AJ_SHU)_PN(SL).pdf kostenfrei https://doaj.org/toc/2249-782X Journal toc kostenfrei https://doaj.org/toc/0973-709X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 13 2019 1 JC07-JC12
allfieldsGer	10.7860/JCDR/2019/38297.12488 doi (DE-627)DOAJ037263242 (DE-599)DOAJ96c010a416d941f49a1b8b13bd257e7d DE-627 ger DE-627 rakwb eng Meenakshi Khapre verfasserin aut Experiential Learning in Epidemiology for Medical Undergraduates: A MixedMethod Approach 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Introduction: Experiential learning assumes learning to be a continuous process and learner enters in the process according to his preferable learning style. Considering the complex nature of epidemiology and loss of interest in students due to ageold traditional lecturing, it has been only limited to complete the course by just memorising without getting insight into its utilisation in real life. Aim: To assess the effectiveness of teaching epidemiology using experiential learning method in developing interest, improved level of satisfaction and better competency in basic epidemiology among undergraduate students exposed to experiential learning than those exposed to traditional lecture. Materials and Methods: A mixed method design for an educational intervention consisting of a new teaching approach i.e., experiential learning was planned. After selection of topic, the module was prepared followed by an orientation to facilitators and student in new teaching methodology. The module was completed in 12 sessions, two hours per session. The students went through all the four stages of the Kolb cycle depending on the topic. Students were later given the Multiple Choice Questions (recall and higher order level) and satisfaction questionnaire and told to reflect on learning. Another batch was exposed to traditional lectures (20 hours) and given MCQ’s at the end. The learning outcome was assessed by nonparametric test i.e., Mann-Whitney U test. Satisfaction with new methodology was analysed by proportion. Results: Students developed an interest in learning epidemiology as depicted through their written reflections. All the students showed a high level of satisfaction. Student exposed to experiential learning scored much higher than those exposed to lecture more so on higher-order questions. Conclusion: Experiential education activities provide an effective alternative for teaching epidemiology to medical undergraduates. : experiences gain in knowledge kolb cycle learning outcome satisfaction Medicine R Mallicka Gupta verfasserin aut Surekha Kishore verfasserin aut In Journal of Clinical and Diagnostic Research JCDR Research and Publications Private Limited, 2009 13(2019), 1, Seite JC07-JC12 (DE-627)789478048 (DE-600)2775283-5 0973709X nnns volume:13 year:2019 number:1 pages:JC07-JC12 https://doi.org/10.7860/JCDR/2019/38297.12488 kostenfrei https://doaj.org/article/96c010a416d941f49a1b8b13bd257e7d kostenfrei https://jcdr.net/articles/PDF/12488/38297_CE(Ra1)_F(AC)_PF1(AJ_SHU)_PFA(AJ_SHU)_PN(SL).pdf kostenfrei https://doaj.org/toc/2249-782X Journal toc kostenfrei https://doaj.org/toc/0973-709X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 13 2019 1 JC07-JC12
allfieldsSound	10.7860/JCDR/2019/38297.12488 doi (DE-627)DOAJ037263242 (DE-599)DOAJ96c010a416d941f49a1b8b13bd257e7d DE-627 ger DE-627 rakwb eng Meenakshi Khapre verfasserin aut Experiential Learning in Epidemiology for Medical Undergraduates: A MixedMethod Approach 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Introduction: Experiential learning assumes learning to be a continuous process and learner enters in the process according to his preferable learning style. Considering the complex nature of epidemiology and loss of interest in students due to ageold traditional lecturing, it has been only limited to complete the course by just memorising without getting insight into its utilisation in real life. Aim: To assess the effectiveness of teaching epidemiology using experiential learning method in developing interest, improved level of satisfaction and better competency in basic epidemiology among undergraduate students exposed to experiential learning than those exposed to traditional lecture. Materials and Methods: A mixed method design for an educational intervention consisting of a new teaching approach i.e., experiential learning was planned. After selection of topic, the module was prepared followed by an orientation to facilitators and student in new teaching methodology. The module was completed in 12 sessions, two hours per session. The students went through all the four stages of the Kolb cycle depending on the topic. Students were later given the Multiple Choice Questions (recall and higher order level) and satisfaction questionnaire and told to reflect on learning. Another batch was exposed to traditional lectures (20 hours) and given MCQ’s at the end. The learning outcome was assessed by nonparametric test i.e., Mann-Whitney U test. Satisfaction with new methodology was analysed by proportion. Results: Students developed an interest in learning epidemiology as depicted through their written reflections. All the students showed a high level of satisfaction. Student exposed to experiential learning scored much higher than those exposed to lecture more so on higher-order questions. Conclusion: Experiential education activities provide an effective alternative for teaching epidemiology to medical undergraduates. : experiences gain in knowledge kolb cycle learning outcome satisfaction Medicine R Mallicka Gupta verfasserin aut Surekha Kishore verfasserin aut In Journal of Clinical and Diagnostic Research JCDR Research and Publications Private Limited, 2009 13(2019), 1, Seite JC07-JC12 (DE-627)789478048 (DE-600)2775283-5 0973709X nnns volume:13 year:2019 number:1 pages:JC07-JC12 https://doi.org/10.7860/JCDR/2019/38297.12488 kostenfrei https://doaj.org/article/96c010a416d941f49a1b8b13bd257e7d kostenfrei https://jcdr.net/articles/PDF/12488/38297_CE(Ra1)_F(AC)_PF1(AJ_SHU)_PFA(AJ_SHU)_PN(SL).pdf kostenfrei https://doaj.org/toc/2249-782X Journal toc kostenfrei https://doaj.org/toc/0973-709X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 13 2019 1 JC07-JC12
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author-letter	Meenakshi Khapre
doi_str_mv	10.7860/JCDR/2019/38297.12488
author2-role	verfasserin
title_sort	experiential learning in epidemiology for medical undergraduates: a mixedmethod approach
title_auth	Experiential Learning in Epidemiology for Medical Undergraduates: A MixedMethod Approach
abstract	Introduction: Experiential learning assumes learning to be a continuous process and learner enters in the process according to his preferable learning style. Considering the complex nature of epidemiology and loss of interest in students due to ageold traditional lecturing, it has been only limited to complete the course by just memorising without getting insight into its utilisation in real life. Aim: To assess the effectiveness of teaching epidemiology using experiential learning method in developing interest, improved level of satisfaction and better competency in basic epidemiology among undergraduate students exposed to experiential learning than those exposed to traditional lecture. Materials and Methods: A mixed method design for an educational intervention consisting of a new teaching approach i.e., experiential learning was planned. After selection of topic, the module was prepared followed by an orientation to facilitators and student in new teaching methodology. The module was completed in 12 sessions, two hours per session. The students went through all the four stages of the Kolb cycle depending on the topic. Students were later given the Multiple Choice Questions (recall and higher order level) and satisfaction questionnaire and told to reflect on learning. Another batch was exposed to traditional lectures (20 hours) and given MCQ’s at the end. The learning outcome was assessed by nonparametric test i.e., Mann-Whitney U test. Satisfaction with new methodology was analysed by proportion. Results: Students developed an interest in learning epidemiology as depicted through their written reflections. All the students showed a high level of satisfaction. Student exposed to experiential learning scored much higher than those exposed to lecture more so on higher-order questions. Conclusion: Experiential education activities provide an effective alternative for teaching epidemiology to medical undergraduates.
abstractGer	Introduction: Experiential learning assumes learning to be a continuous process and learner enters in the process according to his preferable learning style. Considering the complex nature of epidemiology and loss of interest in students due to ageold traditional lecturing, it has been only limited to complete the course by just memorising without getting insight into its utilisation in real life. Aim: To assess the effectiveness of teaching epidemiology using experiential learning method in developing interest, improved level of satisfaction and better competency in basic epidemiology among undergraduate students exposed to experiential learning than those exposed to traditional lecture. Materials and Methods: A mixed method design for an educational intervention consisting of a new teaching approach i.e., experiential learning was planned. After selection of topic, the module was prepared followed by an orientation to facilitators and student in new teaching methodology. The module was completed in 12 sessions, two hours per session. The students went through all the four stages of the Kolb cycle depending on the topic. Students were later given the Multiple Choice Questions (recall and higher order level) and satisfaction questionnaire and told to reflect on learning. Another batch was exposed to traditional lectures (20 hours) and given MCQ’s at the end. The learning outcome was assessed by nonparametric test i.e., Mann-Whitney U test. Satisfaction with new methodology was analysed by proportion. Results: Students developed an interest in learning epidemiology as depicted through their written reflections. All the students showed a high level of satisfaction. Student exposed to experiential learning scored much higher than those exposed to lecture more so on higher-order questions. Conclusion: Experiential education activities provide an effective alternative for teaching epidemiology to medical undergraduates.
abstract_unstemmed	Introduction: Experiential learning assumes learning to be a continuous process and learner enters in the process according to his preferable learning style. Considering the complex nature of epidemiology and loss of interest in students due to ageold traditional lecturing, it has been only limited to complete the course by just memorising without getting insight into its utilisation in real life. Aim: To assess the effectiveness of teaching epidemiology using experiential learning method in developing interest, improved level of satisfaction and better competency in basic epidemiology among undergraduate students exposed to experiential learning than those exposed to traditional lecture. Materials and Methods: A mixed method design for an educational intervention consisting of a new teaching approach i.e., experiential learning was planned. After selection of topic, the module was prepared followed by an orientation to facilitators and student in new teaching methodology. The module was completed in 12 sessions, two hours per session. The students went through all the four stages of the Kolb cycle depending on the topic. Students were later given the Multiple Choice Questions (recall and higher order level) and satisfaction questionnaire and told to reflect on learning. Another batch was exposed to traditional lectures (20 hours) and given MCQ’s at the end. The learning outcome was assessed by nonparametric test i.e., Mann-Whitney U test. Satisfaction with new methodology was analysed by proportion. Results: Students developed an interest in learning epidemiology as depicted through their written reflections. All the students showed a high level of satisfaction. Student exposed to experiential learning scored much higher than those exposed to lecture more so on higher-order questions. Conclusion: Experiential education activities provide an effective alternative for teaching epidemiology to medical undergraduates.
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title_short	Experiential Learning in Epidemiology for Medical Undergraduates: A MixedMethod Approach
url	https://doi.org/10.7860/JCDR/2019/38297.12488 https://doaj.org/article/96c010a416d941f49a1b8b13bd257e7d https://jcdr.net/articles/PDF/12488/38297_CE(Ra1)_F(AC)_PF1(AJ_SHU)_PFA(AJ_SHU)_PN(SL).pdf https://doaj.org/toc/2249-782X https://doaj.org/toc/0973-709X
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author2	Mallicka Gupta Surekha Kishore
author2Str	Mallicka Gupta Surekha Kishore
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doi_str	10.7860/JCDR/2019/38297.12488
up_date	2024-07-04T00:33:13.206Z
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