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Advan. Physiol. Edu. 28: 102-104, 2004; doi:10.1152/advan.00001.2004
1043-4046/04 $5.00
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ADV PHYSIOL EDUC 28:102-104, 2004
© 2004 American Physiological Society

HOW WE TEACH

Clinically oriented physiology teaching: strategy for developing critical-thinking skills in undergraduate medical students

Reem Rachel Abraham, Subramanya Upadhya, Sharmila Torke and K. Ramnarayan

Melaka Manipal Medical College (Manipal Campus), International Centre for Health Sciences, Manipal 576 104, Karnataka, India

Address for reprint requests and other correspondence: R. R. Abraham, Dept. of Physiology, Melaka Manipal Medical College (Manipal Campus), International Centre for Health Sciences, Manipal 576 104, Karnataka State, India (E-mail: reemabraham{at}yahoo.com)

Medicine is an applied science, interpreting evidence and applying it to real life by using clinical reasoning skills and experience. COPT (clinically oriented physiology teaching) was incorporated in physiology instruction aiming to relate the study of physiology to real-life problems, to generate enthusiasm and motivation for learning, and to demonstrate the vocational relevance of physiology among students by integrating clinical experience with teaching. COPT consisted of two elements: 1) critical-thinking questions (CTQ) and 2) clinical case studies. After a few topics were taught, CTQ and case studies were given as an assignment. Answers were discussed in the next class. Two exams, each of which contained CTQ and recall questions, were conducted, one before (exam 1) and one after (exam 2) the implementation of COPT. Analysis of student performance in the examinations revealed that the students did better in exam 2 (P < 0.0001). Feedback from students indicated that this method was useful and challenging.

Key words: student performance; motivation; learning






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