A COMPARATIVE STUDY OF UHS NEW MODULAR VS. TRADITIONAL TEACHING METHOD IN MEDICAL SCIENCES

Main Article Content

Prof. Mudassar Ali Khan
Dr Murtaza Maqbool Khanbhati
Dr Pervaiz Zarif
Dr Saba Abrar
Dr Shoaib Ahmed
Rao Salman Aziz
Dr Sobia Zahur Malik

Keywords

Modular system, Clinical Case learning, Medical Education, Under Graduate, UHS

Abstract

Objective


This study aimed to compare Modular with traditional method and gain students’ and teachers’ feedback


Study Type:  Comparative Study


Study Duration March 2023 to July 2023


Place of Study: Rashid Latif Medical and Dental College Lahore


Introduction


Medical education is focusing on active learning methodologies to improve critical thinking and comprehension of subjects like anatomy, physiology, and biochemistry. Effective strategies include problem-based learning, case-based learning, small group discussions, and technology use. The Modular approach, developed in Punjab, integrates various medical disciplines and bridges the gap between fundamental sciences and clinical practice.


Methodology


This study was conducted in the Anatomy, Physiology & Biochemistry Department and involved first-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students. It was a Comparative Study. The participants were allocated into two cohorts, each consisting of 50 students: group A was assigned cases of Diarrhoea, whereas group B was assigned cases of Malaria. Following the completion of theoretical lectures on the aforementioned subjects, the students were administered a pre-test consisting of multiple-choice questions (MCQs). The paired t -test was employed to compare the data, and the analysis was conducted using SPSS software version 23


Result


100 of 170 students took the pre- and post-Modular test and completed the evaluation form. Students in groups Ashowed considerable improvement (P < 0.001) in mean scores, rising from 9.24 to 14.03 as compared to group B students who approaches traditional method. In terms of student evaluation, 87% said Modular helped them grasp and remember the content. They said it improved their critical thinking and decision-making. All faculties supported Modular in the usual curriculum


Conclusion


Modular learning encourages student-centered discovery and improves logic, analysis, clinical, and collaboration. Strategically combining preclinical and clinical subjects helps bridge theory and practice. Modular research with big student groups can make medical education more student-centered. To evaluate MODULAR's success, compare it to didactic and conventional lectures.

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