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ISSN: Print -2349-0977, Online - 2349-4387
MEDICAL EDUCATION: METHODOLOGY ASSESSMENT
Year : 2014  |  Volume : 1  |  Issue : 3  |  Page : 228-232

Tutorials as a teaching-learning method in pre-clinical sciences: Stakeholders' assessment


Department of Physiology, JNMC, Sawangi, Wardha, Maharashtra, India

Correspondence Address:
Arunita Tushar Jagzape
Department of Physiology, JNMC, Sawangi (Meghe), Wardha, Maharashtra
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/2349-0977.157768

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Introduction: A tutorial is a class conducted by a tutor for one or a small number of students. Varied perspectives of different academicians about tutorials exist, which range from high effectivity to not-so-effective teacher-centered learning methods in which students are passive. But the perceptions of stakeholders (students, teachers) may vary as per their experience. This study was undertaken to determine the perception and acceptance of tutorial as teaching-learning method in preclinical sciences from the view of stakeholders. Methods: This was a descriptive survey where perceptions of second year MBBS students and teachers from the preclinical phase were collected using prevalidated questionnaires. Thematic areas that emerged were further explored through separate focus group discussions of students and tutors. Results: Maximum number of students were satisfied with the duration of tutorial sessions. But students opined that there was inadequate interaction; size of the group was not optimal, and tutorials did not help much in improving communication skills, confidence, and self-motivation. On the other hand, teachers narrated that students did not participate, prepare well or interact in tutorials. Conclusions: The current method of conducting tutorials did not meet the expectations of students and teachers and left them largely dissatisfied.


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