Soumendra Sahoo

Abstract

Medical field is continuously evolving, and the current practice is focused on the evidence-based medicine. Therefore, there is a growing interest in the undergraduate research training. Systematic, structured training on research methodology, conducting health research projects, and critical appraisal will equip undergraduate medical students to develop the research and appraisal skills to apply them in their future career. Learning theories explains about how the students receive, process, and retain knowledge, influence of the teacher and learning environment, influence of teaching plan, and peers in their learning process. Behaviorism, Cognitivism, Constructivism, and Social cognitive theories are intercalated in health research training especially in the undergraduate programme. The medical educators should accentuate the learning theory underpinning the research training to develop effective strategies and to achieve the intended learning outcomes.   Keywords: Learning theory, Research, Medical education, Social cognitive theory.

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Abstract

Purpose of Study: This study was aimed to uncover the perceptions of undergraduate students specifically pertaining to their experiences of ethics teaching and their opinions of the value of such teaching. Methodology: We used a mixed methods design involving 148 students through a sequential exploratory strategy. Three ethics sessions revolved around the teaching of ethics in Ophthalmology after which the participants were interviewed using open-ended questions. The data was analysed by coding, categorisation and the subsequent derivation of themes. The quantitative analysis was done through a questionnaire survey to further explore the students’ preference on teaching methodologies. Results: Majority students perceive the objective of ethics teaching is to help them to become a better doctor, to better equip them to deal with ethical dilemmas in the future, to improve their social skills, and to help them to avoid legal complications. The preferred formats of learning ethics as expressed by participants was scenario based discussion (29%), debate (25%), self-directed learning (24%) & lectures (22%). Conclusion: The common theme emerged from the qualitative analysis was that students wanted to learn ethics in order to help to make them better doctors. Scenario based discussion was the indicated preferred teaching method expressed by students. Keyword: Ethics, Teaching, Students, Perception.

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