“Quiz – An Innovative Method Of Teaching Microbiology To Medical Undergraduate Studentsâ€
Quiz – An innovative method of teaching microbiology to medical undergraduate students
DOI:
https://doi.org/10.70284/njirm.v7i3.1088Keywords:
Quiz, Multiple choice questions (MCQs), Knowledge, MicrobiologyAbstract
Background & Objective: Many undergraduate medical students prefer to concentrate on clinical subjects
and tend to neglect paraclinical subjects like Microbiology. A time has come when motivation is mandatory for the
current generation of students. The present study attempts to introduce quiz as an innovative learning method. A
quiz is a quick way of gathering information on how well our students are meeting their learning objectives. The
present study is aimed to assess the students’ knowledge and interest in Microbiology subject. Methodology: The
present study was conducted in the department of Microbiology, D.Y. Patil medical college, Kolhapur, on second
MBBS students. Five teams were enrolled from the neighboring medical colleges. We assessed the students’
knowledge by giving pre and post MCQ tests followed by various rounds of quiz competition. Results: There was a
significant increase in students’ knowledge in post MCQ test than that of pre MCQ test (P< 0.0001). It was also
observed that all the students had developed interest in Microbiology subject. Conclusion: We observed from the
present study that even a simple intervention like quiz can make a significant improvement in the knowledge of
medical students and help them to develop interest in microbiology subject. [Chougale R NJIRM 2016; 7(3): 101 -
106]
References
evaluation method? Ebner N, Coben J and
Honeyman C. (Eds), Assessing our students,
assessing ourselves: vol 3 in the Rethinking
Negotiation Teaching series SSRN:
http://ssrn.com/abstract= 221667,2012; 43-55.
2. Rotti S, Sudhir B, Danabalan M. Quiz as a Method
to Teach Family Welfare and Demoraphy to
Medical Undergraduate Students. Ind J of
Community Med 2004; 29 (3): 07-09.
3. Devi K. Quiz as an innovative approach in Teaching
Community Medicine to medical students.National journal of Community medicine: 2014; 5
(2): 182-185.
4. Verhoeff T. The role of competitions in Education,
Nov 1997.
http://olympiads.win.tue.nl/ioi/ioi97/ffutwrld/co
mpetit.html.
5. Goud B, Begum G. Integrated Quiz Competition:
A innovative method of teaching and learning in
Undergraduate First Year Medical course at
RAKMHSU, UAE. British J of Medicine and Medical
research 2014; 4 (20): 3755-3766.
6. Jaiprakash H, Ghosh S, Nasir B, Chow S, Mohanraj
J. Students perception of an integrated quiz in a
Malaysian Medical University. Saudi J Med Med Sci
2015; 3:130-134.
7. National Health policy, Government of India, New
Delhi, Ministry of Health and Family Welfare, 1983.
8. Regulations on graduate medical education, New
Delhi, Medical Council of India, 1997.
9. Khurshid F, Ansari U. Effects of innovative teaching
strategies on students’ performance. Global J of
Human Social Sci. Linguistics and Education 2012;
12(10): version 1: 47-53.
10. Bogam R, Patil R. Impact of an Audiovisual Quiz on
Knowledge of Medical Students about
Reproductive and Child Health Programme of
India. IJSR 2014; 3 (1): 304-305.
11. Gupta R, Gupta L, Patil V, Rehan H. In- training
assessment of postgraduate students in
pharmacology using an audiovisual quiz. J Contemp
Med Edu. 2013; 1(2): 126-131.
12. Lahijani S, Kateb R. The effect of PBL, film
showing, frequent quizzes and lecture based
method on short term performance of dentistry
students. J of Med Edu 2004; 4(2): 77-80.
13. Prakash C, Srivastava B, Gaur S. Novel ideas and
approaches to learning Medical sciences: J. Indain
Acad Forensic Med 2010 ;32(2):124-127.
14. 14. Beylefeld A, Struwig M. A gaming approach to
learning Medical Microbiology: Students’
experiences of flow. http://www.ncbi.nih.gov/
pubmed/ 18158668.
15. Bhuiyan PS, Rege NN, Supe AN. In: The art of
teaching Medical students 2nd ed. Medical
Education Technology cell. Seth GS Medical
College and KEM hospital, Mumbai. 2002: 305-312
16. Ciraj A, Vinod P., Ramnarayan K. Enhancing active
learning in Microbiology through case based
learning; experience from an Indian medical
school. Indian J Pathol Microbiol 2010; 53(4): 729-
733.
17. Blewett E, Kisamore J. Evaluation of an intellectual
case based review session in teaching learning
Microbiology. BMC Medical Education 2009; 9:56.
18. Mahajan P, Carvalho G, Behera B. Quiz as a
teaching learning method in Community medicine:
A report of the second state level IAPSM quiz in
Pondicherry. Letter to the editor. The Health
agenda 2014; 2(1) :37
19. Patil D, Mali S, Dalvi V, Holke S. Medical quiz
module to improve student learning. RJPBCS
2012;3(4): 361.
20. Singh S, Shaikh W, Shah H. National inter-medical
college Physiology quiz competition (NIPQC): An
interesting and exciting teaching – learning tool.
Letter to editor. Indian J Physiol Pharmacol 2013;
57(4): 454-455.
21. Barthakur R, Srivastava R, Thaurani S, Thourani M,
Dawka S. Quiz gaming competitions for
undergraduate medical students: questioning the
MediQuiz. Arch Med Biomed Res 2014;1: 103-112.
22. SubbaRao M, Gavaravarapu. Group quiz: a tool for
Nutrition Education and Self- assessment 2014
http://dxdoi.org/10.1016/ l.ineb.2013.01.020
23. Blosser P. this review discusses the definition of
cooperative learning, applications for science
classrooms and research on its effectiveness. Using
cooperative learning in science education. ERIC
CSMEE Bulletin 1992: 92-1.
24. Roediger H, Karpicke J. Test enhanced learning:
Taking memory tests improves long term
retention. Psychol Sci 2006; 17: 249-255.
25. Farrukh M. Effectiveness of case- based teaching
of Physiology for Nursing. J of Taiwan University of
Med Sciences 2014; l 9 (4): 289-292.
26. Jamison J. Innovation in Educations: a case study
of a novel teaching/ learning format. J of
Manipulative and Physiological Therapeutics 1996;
19: 92-98.
27. Zhijie Y: Implementation of teaching strategies in
a Medical Physiology curriculum: A shift to student
centered learning. The China Papers 2003; 74-77.
