Untitled - South East Asian Journal of Medical Education

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In the study, a method was developed toscore the Mind Maps prepared by studentstaking into account the map’s structure aswell as its content. The answers weremarked using this pre-prepared markingscheme. Data was analysed using theStatistical Package for the Social Sciencesversion 15.ResultsThe average mark obtained by the entiregroup was 34.4%. The average markobtained by the mind map group was31.3%. It was 37.6% in the self selectedstudy technique group. There was nostatistically significant difference betweenthe two groups.However all the participants (100%, N=34) in the mind map group have realizedthat it is a useful way of memorisinginformation. Almost all (97.1%, N= 34)from that group perceived the techniqueas a useful method of summarisinginformation and wanted to follow thetechnique for their future studies. Amajority (87.9%, N= 34) wanted to learnmore about mind maps.DiscussionThe students of the mind map group aswell as the self selected study techniquegroup were able to achieve a satisfactoryperformance level after being exposed to atotally unfamiliar topic. A majority in themind map group had grasped the conceptof developing mind maps after the initialtraining session. A majority designed themind maps incorporating many of the keyfeatures of mind maps. The informationembedded in the mind maps varied fromone student to the other reflectingindividual educational needs. Consideringthe fact that they have been exposed tothe technique for the first time, it issupportive towards promoting the use ofmind maps as an effective self-learningtool.However the mind map technique did notshow any superiority over otherconventional study techniques as a shortterm learning method in a newly trainedpopulation. But the majority of the mindmap group perceived it as a useful way ofsummarising information. They alsoperceived it to be helpful in memorisinginformation in an organized mannercompared to their previous self studytechniques. Students expressed theirinterest to learn more about the mindmapping technique and follow it in theirfuture academic activities.The mind map technique may not beeffective in improving retention ofinformation in the short-term. Furtherstudies should be undertaken to evaluateits effectiveness in retaining information inthe long-term. Students’ perception of themind map technique as an effectivelearning tool is a positive factor in decidingthe use of mind maps as a learningmethod.ReferencesAll, A.C. & Havens, R.L. (1997) Cognitive/conceptmapping: a teaching strategy for nursing, Journal ofadvanced nursing, 25, pp 1210-9.Buzan, T. & Buzan, B. (1993) The Mind Map Book,London, BBC Worldwide Limited.Farrand, P., Hussain, F. & Hennessy, E. (2002) Theefficacy of the `mind map' study technique, MedicalEducation, 36 (5), pp 426-31.Rendas, A.B., Fonseca, M. & Pinto, P.R. (2006)Toward meaningful learning in undergraduatemedical education using concept maps in a PBLpathophysiology course, Advances in PhysiologyEducation, 30, pp 23-9.West, D. C., Park, J. K., Pomeroy, J. R. & Sandoval,J. (2002) Concept mapping assessment in medicaleducation: a comparison of two scoring systems,Medical Education, 36 (9), pp 820-7.West, D. C., Pomeroy, J. R., Park, J.K.,Gerstenberger, E.A. & Sandoval, J. (2000) Criticalthinking in graduate medical education: A role forconcept mapping assessment?, Journal of AmericanMedical Association, 284 (9), pp 1105-10.32South East Asian Journal of Medical EducationInaugural issue
Original research papersFoundation Course for MBBS students at entry level:Experience at an Indian medical school1 Singh Suman, 1 Ghosh Sarmishtha, 1 Pandya HimanshuPramukhswami Medical Collegeintroduced an orientation course for newmedical students. This seven day programtitled Foundation Course presented thestudents with various learning experiencesaimed at developing knowledge, skills andattitudes required for a medicalprofessional. The evaluation of theprogram was rated as successful by amajority of students. The authorsrecommend introduction of suchfoundation courses to be mandatory at theentry level in Indian medical schools.Key words: Foundation course, MBBS,India, Entry levelIntroductionThe selection of students asrecommended by medical council of Indiato medical colleges is based on merit ofthe candidate at qualifying examinationand/or a competitive entrance examination(Medical Council of India, Rules andRegulations 1997). The selection criteriado not take care of non-scholastic abilitiesof the students. Many students whopursued rote learning in secondary andhigher secondary education may find itdifficult to cope up with the differenteducational environment in medicalcollege. Furthermore students fromdiverse cultural backgrounds may finddifficulties adapting to the newenvironment. Medicine is a profession thatrequires not only the mastery of a largebody of knowledge and the acquisition ofclinical skills, but also high standards ofbehaviour and appropriate attitudes. It isalso important to train the undergraduatestudents in techniques of learning whichwill motivate them to develop as selfdirectedlearners.1Pramukhswami Medical College; H M Patel Centerfor Medical Care & Education, Karamsad, Gujarat,IndiaCorrespondence:Dr. Himanshu Pandya, Department of Medicine,Pramukhswami Medical College, Karamsad-388325,Gujarat, IndiaE-mail: dr_hvp@yahoo.comRecently the Task Force on MedicalEducation for National Rural HealthMission of Ministry of Health and FamilyWelfare has suggested conducting afoundation course from the first year whichcan be reinforced later during the course,until the internship phase. The objective ofthe foundation course would be tosensitize the learners with essentialknowledge and skills which will lay asound foundation for their pursuit oflearning across the subjects in the MBBScourse and later on a career in medicine(National Rural Health Mission, 2007).This prompted faculty at PramukhswamiMedical College, Karamsad, Gujarat todevelop, implement and evaluate afoundation course for students admitted tothe MBBS course in August 2007.Material and MethodsMedical Education Unit (MEU) inconsultation with the administrative headof the centre (Chief Executive Officer) andfaculty from various departments at thecollege developed and implemented afoundation course of seven days duration.In-house faculty with interest and expertisein the respective fields reinforced byexternal faculty was selected to deliver thetopics. The selected faculty was orientedabout the purpose and objectives of thecourse. Subsequently they designeddelivery of individual topics using differentteaching and learning methods. Threefaculty from pre-clinical and para-clinicalSouth East Asian Journal of Medical EducationInaugural issue33
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