Concept mapping a potential pedagogical strategy to foster meaningful learning in physiology students.

BACKGROUND: Understanding of human physiology is critical for clinical practice and disease management. Escalating the teaching-learning method to improve conceptual knowledge may help the students to apply their knowledge in clinical scenarios. The present study was conducted to teach the use of concept mapping as a learning strategy to foster meaningful learning in physiology, compare its impact as a learning tool with traditional methods on meaningful learning, assess the cognitive gain, and find student's perception regarding concept mapping. MATERIALS AND METHODS: The interventional study was conducted on first-year MBBS students. Depending upon marks obtained in previous internal assessments, the students were classified into "rapid learners" (RL) and "potential learners" (PL). By simple random sampling technique, both groups were divided into interventional (concept mapping) and control groups (question-answer discussion). After a pretest, all students had a lecture on glomerular filtration. The assignment was given to the interventional group to prepare a concept map on glomerular filtration, and question-answer were discussed for control groups. A surprise posttest was conducted after 2-3 days. RESULT: In our study, all four groups showed significant differences in the pretest and posttest scores using a paired t-test (P < 0.05). The mean score of gain in learning, raw gain (G0), absolute learning gain, relative learning gain, and average normalized gain compared between the interventional group and controls group showed statistically significant performance improvement in both RL and PL groups. CONCLUSION: The concept mapping strategy was more efficacious than the question-answer discussion. Concept mapping is an impactful learning tool to improve cognitive gain and potential pedagogical strategy to foster meaningful learning in physiology students.

Effectiveness of an Innovative Card Game as a Supplement for Teaching Factual Content to Medical Students: A Mixed Method Study.

Introduction Lectures and small group teaching are useful to transfer conceptual knowledge. Anatomy is the foundation of medical sciences, but it is perceived to be difficult to comprehend and recall. For such clinically relevant aspects of medical education that require memorization, educational card games can be very effective. As the complex concepts and terminology of Embryology are difficult to follow and retain, we designed a card game "MedFc" for a topic on pharyngeal arches. This study was planned to determine the effectiveness of the card game on curriculum comprehension, recall of factual topics among medical undergraduates, and its utility as a supplement to interactive lecture sessions. Methods The mixed method study was conducted in the Department of Anatomy of an undergraduate medical college. Ethical approval was obtained prior to beginning the study. Convenience sampling was done. From a batch of 50 first-year medical students, a total of 40 students consented to participate in the study, 24 (60%) were males and 16 (40%) were female participants. A lecture on the pharyngeal arches was conducted for the entire batch of 50 first-year medical students. After three weeks, the students who consented to participate in the study were randomly grouped into two groups of 20 each. The groups were the game group (which played the card game in teams of five) and the control group (which discussed the same topic in small groups of five). For both the group's pretests and posttests, 10 higher order multiple choice questions, were conducted and students' feedback regarding the effectiveness of the teaching technique was obtained. Results Students opined that playing the card game was a superb experience, a positive use of time, and a very effective method of comprehension and memorizing complex topics. The scores increased from the pretest to the posttest indicating that both methods effectively reinforced the embryological concepts, but a t test showed that card game is more effective than small group discussions, with p-value = 0.008. The improvement in scores of students who had achieved <50% in pretest for the game group was statistically significant with t-value = 0.0023, when compared with the improvement in scores of similar students from the control group. Conclusions The study has demonstrated the effectiveness of "MedFc" card game in the recall of factual topics and can be used as supplementary material for enhancing learning amongst medical graduates. This educational card game applies gamification to Anatomy education to create a fun filled learning experience and is a valuable addition to the learning resources.

The Association Between Body Mass Index and Parental History of Hypertension Among Young Indian Adults.

BACKGROUND: Hypertension is a disease of multifactorial etiology. Individuals with parental history of hypertension (PHH) have also been observed to be at an increased risk of developing hypertension in their adult life. However, there is a dearth of studies among youth. Obesity is one of the risk factors, and studies conducted among adults of all age groups have observed that there is a highly significant correlation between hypertension and body mass index (BMI). Hence, the association between the two factors, viz., parental history of hypertension and BMI, among the young Indian male and female population was analyzed in this study. METHOD: This cross-sectional study conducted in Central India comprised 100 young adults between 18 and 25 years of age. On the basis of parental history of hypertension, the subjects were divided into two groups: group 1 comprised youth with parental history of hypertension and group 2 comprised youth without parental history of hypertension, involving 32 and 68 subjects in each of these groups, respectively. Anthropometric measurements were done using standard methods, and BMI was calculated. Statistical analysis was done using Epi Info software. RESULTS: The study subjects in both groups were comparable in age. The mean age of the study participants was 19.32 years and 19.45 years in group 1 and group 2, respectively. The study did not find any association between BMI and parental history of hypertension. CONCLUSION: The association between parental history of hypertension and BMI, the non-modifiable and modifiable independent risk factors, respectively, needs to be further explored in light of the iceberg phenomenon, multifactorial causation, and natural history of disease. It is worth mentioning that parental history of hypertension and other risk factors should be considered even if the BMI is normal as per Asian Indian cutoff levels.

Effect of Short-Term Practice of Left Nostril Breathing on Various Sleep Parameters in the Medical Students.

Background: Various recent studies have reported that exclusive right nostril breathing (RNB) and left nostril breathing (LNB) has an immediate and sustained effect under various medical conditions. In the present study, we evaluated the effect of short-term left nostril breathing on various sleep parameters in medical students. Methods: We hypothesized that the increase in vagal tone because of LNB can help in improving the quality of sleep. The baseline sleep quality was documented before the start of study in the case and the control group using the 'Pittsburgh Sleep Quality Index' (PSQI) questionnaire. A PSQI global score of more than 5 indicates poor sleep quality. The case group practiced LNB in a graduated manner for a period of 4 weeks. Thereafter, sleep quality was documented for both the groups using the PSQI questionnaire. Results: Practicing LNB significantly lowered all the seven component scores (p < 0.05) and the global PSQI score in the case group (p-value < 0.0001), suggesting that this practice effectively improved the sleep quality in the individuals of this group. Conclusions: Overall, this study suggested that exclusive LNB practice could serve as an important lifestyle modification that can be incorporated in the routine of medical students for improving their sleep quality.

Summative program evaluation of a Student-Led Seminar Series in the subject of physiology: an outcome-based study.

PURPOSE: Active involvement of students in their learning process is a recommended andragogical approach to increase student engagement. Many new teaching-learning strategies based on active learning have been implemented, but their efficacies to achieve the proposed benefits of attaining knowledge, skills, and attitude have not been evaluated, especially in the field of medical education. We substituted passive learning in the conventional tutorial classes with an active-learning strategy of Student-Led Seminar Series (SLSS) in the subject of physiology over 4 months and performed program evaluation for the SLSS. METHODS: Sixty-four first-year medical undergraduate students volunteered to participate, who were divided into groups to present seminars on the allocated topics under the guidance of a mentor. At the end of 4 months, program evaluation was done using Kirkpatrick's model of evaluation-levels 1 and 2, which correspond to reaction and learning, respectively. RESULTS: Statistically significant improvement was observed in students' satisfaction, and the self-perceived increase was observed in knowledge, skills, and attitude. CONCLUSION: Program evaluation of SLSS not only established the significant impact of SLSS as an andragogical approach but also helped us in the improvisation of the program for the next cycle.

Effect of excessive water intake on body weight, body mass index, body fat, and appetite of overweight female participants.

OBJECTIVE: Drinking plenty of water is commonly recommended in weight loss regimens; however, very limited scientific evidence is available to justify this. Here we studied the effect of drinking 1.5 L of water, over and above the usual intake on body weight, body mass index (BMI), body fat, and appetite score in overweight female participants. MATERIALS AND METHODS: The study was done on 50 overweight female participants, who were instructed to drink 500 mL of water, three times a day 30 min before breakfast, lunch, and dinner. The 1.5 L water intake was over and above their daily water intake and was continued for 8 consecutive weeks. Body weight, BMI, body fat, and appetite score was measured pre and post-study; and the values were compared by paired t-test using Statistical Packages for Social Sciences (SPSS) version 14.0.1. RESULTS: All the parameters tested were lower after 8 weeks: body weight (pre-study 65.86 ± 3.614 kg vs post-study 64.42 ± 3.704 kg; P < 0.01); BMI (pre-study 26.7002 ± 0.9423 vs post-study 26.1224 ± 1.0632; P < 0.01); sum of skinfold thickness (pre-study 79.626 ± 10.385 mm vs post-study 76.578 ± 10.477 mm; P < 0.01); and the appetite score (pre-study 36.880 ± 4.170 vs post-study 34.673 ± 3.845; P < 0.01). CONCLUSIONS: Our study establishes the role of drinking 1.5 L of excessive water in weight reduction, body fat reduction, and appetite suppression in overweight female participants.

Effect of 'water induced thermogenesis' on body weight, body mass index and body composition of overweight subjects.

CONTEXT: Drinking lots of water is commonly suggested as a part of weight loss regimens. However, only few systematic studies have addressed this notion. In this study, the effect of drinking 1500 ml of water, over and above the daily water intake on body weight, body mass index (BMI) and body composition of overweight subjects was assessed. AIM: To evaluate the role of drinking excessive water in weight reduction and body fat reduction of overweight subjects. SETTINGS AND DESIGN: This study was conducted on 50 overweight girls for eight weeks, during which they were instructed to drink 500 ml of water, three times a day, half an hour before breakfast, lunch and dinner, which was over and above their daily water intake. MATERIAL AND METHODS: Body weight was measured in kilograms (kgs). BMI was calculated as weight in kilograms, which was divided by the square of height in metres. Body composition score was calculated as a sum of skin fold thickness in millimetres at three different sites, which was measured by using skin fold calipers. Pre and post-study body weight, body mass index and body composition scores were measured. STATISTICAL ANALYSIS: SPSS, version 14.0.1 and paired t-test were used to find out the statistical significance of the results. RESULTS: The mean values of the pre-study and post-study body weight, body mass index and body composition scores were 65.86 kg and 64.42 kg, 26.7002 and 26.1224 and 79.626 mm and 76.578 mm respectively. All the three results were highly significant statistically. CONCLUSIONS: The decrease in body weight, body mass index and body composition scores of overweight subjects at the end of study period establishes the role of water induced thermogenesis in weight reduction of overweight subjects.