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Sinha, Pranoti
- The Impact and Significance of Small and Large Group Teaching and Learning in Medical Curriculum
Abstract Views :258 |
PDF Views:138
Authors
Affiliations
1 Department of Anatomy, Sikkim Manipal University, Sikkim Manipal Institute of Medical Sciences, 5th mile, Tadong, Sikkim, IN
1 Department of Anatomy, Sikkim Manipal University, Sikkim Manipal Institute of Medical Sciences, 5th mile, Tadong, Sikkim, IN
Source
SMU Medical Journal, Vol 2, No 2 (2015), Pagination: 175-183Abstract
For every educator/teacher adopting effective teaching and learning strategies forms an area of importance as it redresses academic integration. Teaching in medical setting not only requires transfer of basic level information but the skills/techniques required to learn and retain effectively has to be passed to the pre-clinical students at an early stage, the knowledge disseminated has to be simple but effective for developing further connections and representations. Pre-clinical educators are thus associated with not only teaching but enabling students to learn on how to progress, retain, and apply what has been already taught. Therefore, drawing upon many previous works, in this study we explore the role of small and large group teaching and learning in first year medical undergraduate students in promoting the most meaningful teaching and learning experiences for medical anatomy. Our results, suggest both small and large group teaching has its advantages and disadvantages, but the impact left by small group teaching and learning is far greater as it is observed that through this process the student remain more focused on the problems they encountered or didn't understand while learning. Small group teaching sessions were also highly interactive and enabled further discussion on complex topics. In conclusion, large group teaching and learning is essentially a one way process, while small group teaching is more focused, interactive, and leads to the development of concepts/principles.Keywords
Small and Large Group, Teaching and Learning, Anatomy, Medical Students.Full Text
References
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- Cartney, P. and A. Rouse. (2006) The emotional impact of learning in small groups: highlighting the impact on student progression and retention. Teaching in Higher Education 11(1): 79-91.
- Rhinoplasty - A History of Creativity
Abstract Views :231 |
PDF Views:203
Authors
Affiliations
1 Dept. of ENT, Sikkim Manipal University, SMIMS, Tadong Gangtok, Sikkim-737102, IN
2 Dept. of Anatomy, Sikkim Manipal University SMIMS, Tadong Gangtok, Sikkim- 737102, IN
1 Dept. of ENT, Sikkim Manipal University, SMIMS, Tadong Gangtok, Sikkim-737102, IN
2 Dept. of Anatomy, Sikkim Manipal University SMIMS, Tadong Gangtok, Sikkim- 737102, IN
Source
SMU Medical Journal, Vol 2, No 2 (2015), Pagination: 278-285Abstract
The study of nose is as old as the human civilization. Nose, a midline structure has acquired a unique status socially, sexually, aesthetically and important of its physiology not only as an organ but also as a special sense organ. Social crimes such as adultery and sex offenders were punished by amputation of nose. Reconstruction of the amputed nose by using cheek and forehead flaps to form new nose was the most significant contribution in ancient surgery in rhinology. The major contribution for the reconstruction originated in India by Sushruta in 600 B.C. He described the technique of total reconstruction, which is still being practiced today as Indian Rhinoplasty. The technique was further practiced and refined to modern plastic surgery in Europe and United States in 18th century. Other contribution was from Greek physicians, Hippocrate, and Galan, and at the birth of the Christanity, Celsus wrote eight books of medical encyclopaedia, which described various conditions affecting nose.Keywords
Rhinoplasty, History , Reconstruction, Sushruta.Full Text
References
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