Perception of Students towards Newer Teaching Methods in Medical Education JL01-
Motilal Chandu Tayade,
Loni, Maharashtra, India.
While I came across a published research article by Ramya C et al., on the perception of students towards newer teaching methods in medical education in your esteemed journal, found relevant and fruitful message contained in the article (1). I thank the authors and editors of JCDR for covering such a wonderful topic.
Authors concluded that medical educators need to constantly change their teaching methodologies in order to effectively hold the attention of students (1). Different learning environments and methodologies can surely help in better retention rather than traditional teaching patterns.
When molecular changes occur at neuronal levels due to learning stimulations, these various sites get amplified, processed and transformed. The human brain processes information in complex networks of nerve cells (2). The cells communicate and excite one another through special connections, called synapses. There are a number of learning styles like visual, aural, verbal, physical, logical, social and solitary, etc. Kolb stated that “Learning is the process whereby knowledge is created through the transformation of experience” (3).
New brain cells connections formed by learning process, represent and store new knowledge or information. Growth factors, specialised neurotransmitters are responsible for formation as well as strength of these connections. These growth factors can be enhanced by regular specialised training of the brain. Only active learning process can be responsible for changes in our neural connections (2).
Now-a-days medical students face increasing pressure due to huge competition and changing expectations from community. This may be due to wide exposure towards technology and information flood. Ramya C et al., introduced the effectiveness of three different tools viz., Crossword Puzzle, Mind Maps and e-learning (1).
Specialised graphical forms are used to record ideas as well as information in mind mapping techniques. These are used very effectively to understand and grasp complicated topics. The visually encoded information is more easily retained than auditory encoded information. In mind mapping, visually encoded information is linked with a topic on which students can focus easily. It is also observed that students can learn better with project-based learning than traditional classroom learning.
The use of a crossword puzzle in regular learning makes the environment relaxing and friendly facilitating active learning. This direct involvement in learning is responsible for a positive outcome (4). The objective behind writing the letter was to highlight the basic neurophysiological scientific aspects associated with the results of Ramya C et al., (1).