Madhavan, Manoharan and Kaur, Gurjeet
(2004)
Comparison of conventional fixed learning module with
computerised fixed learning module in teaching
md phase ii students.
Comparison of conventional fixed learning module with computerised fixed learning module in teaching md phase ii students.
(Submitted)
Abstract
Introduction: Fixed Learning Module (FLM) is one of the important teaching methods
for undergraduate medical students within the integrated system. The resource material of
pathology is conventionally exhibited as potted specimens and charts. In this
conventional FLM ( conFLM), the students find difficulty in understanding pathology due
to various reasons.
Aim: To create an alternate FLM- computerized FLM ( comFLM)- material using a web
based, interactive computer technology and to compare its effectiveness with the
conFLM.
Materials & Methods: The conFLM materials were selected from the pathology
museum. The comFLM (an HTh1L program) was prepared on female reproductive block
(FRB) and musculoskeletal block (MSB) using digital photographs of potted specimens
and java script and uploaded in the USM intranet. The phase II 1\ID students were divided
into two groups. Each group was exposed to only one type of FLM for each block with a
cross over. At the end of each block, the students were given a questionnaire and also
assessed by MCQ, computerized objective structured clinical examination (OSCE) and
conventional OSCE examination. The data were collected and analysed by Mann
Whitney test.
Result: Significant difference was observed only in MCQ marks in MSB and
computerized OSCE marks in FRB. More than 60% of the students felt comFLM was
more interesting, user friendly and they could attend more than once and could learn in
their own pace. In contrast, majority ( 61%) of the students faced problem in conFLM and
were unable to appreciate the pathological features seen in the specimen.
Conclusion: The computerized FLM had many advantages. However it might not replace
the conventional FLM and indeed, both appear complementary to each other in effective
learning of pathology FLM.
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