TEACHING PREGNANCY INDUCED HYPERTENSION TO MEDICAL STUDENTS- AN INTEGRATED APPROACH.

Corresponding Author:
Dr. Sudakshina Chakrabarti,
Assistant Professor, Department of Anatomy,
Saveetha Medical College,
Kuthambakkam, Tamilnadu, India.
E-mail: sudhianat@gmail.com

ABSTRACT

BACKGROUND

Medical education is an evolving scientific field with new modifications and changes in teaching style added continuously for the betterment of medical students. Vertically integrated teaching of medical subjects is gaining momentum in the field of medical education in recent times. Revising the basic concepts of a particular common condition regularly seen in clinics with regular case-based teaching of clinical final year subjects leads to better understanding and learning among the medical students. Vertical integration makes the medical students ready with better preparedness to face real patients in future and thus works for their transition to a quality Indian medical graduate.

The objectives of the study were- 1. To evaluate the effectiveness of vertically integrated teaching by taking classes regarding ‘pregnancy induced hypertension’ along with basic concepts to final year MBBS students of 2014-15 batch by pre and post-test analysis. 2. To obtain valuable feedback from the medical students and analyse the feedback for future use.

MATERIALS AND METHODS

This pre- and post-test study conducted in Saveetha Medical College, Chennai, India on final year MBBS students for teaching ‘Pregnancy Induced Hypertension’ as a single day workshop with clinical case-based approach involving basic science experts. In six stations, twelve cases were discussed by a galaxy of experts from clinical and basic science departments. Pre-test and post-test results were analysed. Feedback was taken from the students at the end of the day-long session and it was analysed.

RESULTS

Analysis of pre- and post-tests by questionnaires showed an increase in the scores of the students. This was plotted in a box plot. The feedback given by the student’s too preferred vertically integrated problem-based learning as a better method rather than didactic lectures and bedside teaching only.

CONCLUSION

This study shows a single one-day program of vertically integrated teaching of a common clinical condition broke the monotony of the curriculum and lead to an enjoyable learning experience to the final year medical students. Students expressed their preference towards more sessions of vertical integration programs in future through their valuable feedback. The efforts of all facilitators were acknowledged by the students and their improvement in scores in post-test motivated them in participating in these sessions in future. The application of their basic science knowledge into clinical problem-based approach of learning proved extremely useful in this study.

KEY WORDS

Vertical Integration, Teaching, Medical Education.