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Clinically oriented physiology teaching: strategy for developing critical-thinking skills in undergraduate medical students

Abraham, Reem Rachel and Upadhya, Subramanya and Torke, Sharmila and Ramnarayan, K (2004) Clinically oriented physiology teaching: strategy for developing critical-thinking skills in undergraduate medical students. Advances in Physiology Education, 28 (3). pp. 102-104.

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Abstract

Medicine is an applied science, interpreting evidence and applying it to real life by using clinical reasoning skills and experience. COPT (clinically oriented physiology teaching) was incorporated in physiology instruction aiming to relate the study of physiology to real-life problems, to generate enthusiasm and motivation for learning, and to demonstrate the vocational relevance of physiology among students by integrating clinical experience with teaching. COPT consisted of two elements: 1) critical-thinking questions (CTQ) and 2) clinical case studies. After a few topics were taught, CTQ and case studies were given as an assignment. Answers were discussed in the next class. Two exams, each of which contained CTQ and recall questions, were conducted, one before (exam 1) and one after (exam 2) the implementation of COPT. Analysis of student performance in the examinations revealed that the students did better in exam 2 (P < 0.0001). Feedback from students indicated that this method was useful and challenging.

Item Type: Article
Additional Information: © 2004 American Physiological Society
Uncontrolled Keywords: student performance;motivation;learning
Subjects: Medicine > MMMC Maleka
Depositing User: MU Library
Date Deposited: 21 May 2011 17:08
Last Modified: 03 Oct 2013 07:34
URI: http://eprints.manipal.edu/id/eprint/30

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