PERCEPTION OF MEDICAL STUDENTS OF THEIR KNOWLEDGE ABOUT BIOSTATISTICS AND EPIDEMIOLOGY AND THE IMPACT OF PARTICIPATORY TEACHING METHODS
DOI:
https://doi.org/10.52764/jms.23.31.3.9Keywords:
Participatory teaching methods,, Biostatistics,, EpidemiologyAbstract
Objective:
Our study aimed to assess the perception of medical students about their knowledge of biostatistics and epidemiology before and after applying participatory teaching methods for teaching these topics.
Materials and methods:
It was a correlational study conducted at Khyber Girls Medical College Peshawar, with a sample size of two hundred and ten. Using a simple random sampling technique, the students of fourth year M.B.B.S were taught the course Epidemiology and Biostatistics. The methodologies included a participatory teaching method, using a two-step approach. The first step aimed to make the students understand the basic concepts of Epidemiology and Biostatistics, with hands-on activity on how to use different websites to interpret the information. The second step involved database analysis with the production of a scientific report. In the end, a nine-item pre-validated questionnaire was used to check the difference of perception among the students, before and after the activities.
Results:
A significant improvement in student’s perception of their knowledge related to the taught subjects was found in certain areas which included the importance, usefulness, and basic concepts of Epidemiology and Biostatistics. The remaining items of the questionnaire didn’t show any significant difference.
Conclusion:
Participatory teaching had a strong impact on students’ perception of understanding Epidemiology and Biostatistics.
Keywords:
participatory teaching methods, biostatistics, Epidemiology
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Ambreen Afridi, Syeda Saima Qamar Naqvi, Afsheen Mahmood
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles published in the Journal of Medical Sciences (JMS) are licensed under the Creative Commons Attribution 4.0 International License (CC-BY 4.0). Under the CC BY 4.0 license, author(s) retain the ownership of the copyright publishing rights without restrictions for their content, and allow others to copy, use, print, share, modify, and distribute the content of the article even for commercial purposes as long as the original authors and the journal are properly cited. No permission is required from the author/s or the publishers for this purpose. Appropriate attribution can be provided by simply citing the original article. The corresponding author has the right to grant on behalf of all authors, a worldwide license to JMS and its licensees in all forms, formats, and media (whether known now or created in the future), The corresponding author must certify and warrant the authorship and proprietorship and should declare that he/she has not granted or assigned any of the article’s rights to any other person or body.
The corresponding author must compensate the journal for any costs, expenses, or damages that the JMS may incur as a result of any breach of these warranties including any intentional or unintentional errors, omissions, copyright issues, or plagiarism. The editorial office must be notified upon submission if an article contains materials like text, pictures, tables, or graphs from other copyrighted sources. The JMS reserves the right to remove any images, figures, tables, or other content, from any article, whether before or after publication, if concerns are raised about copyright, license, or permissions and the authors are unable to provide documentation confirming that appropriate permissions were obtained for publication of the content in question.
