Pops at Amee 2011

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A PATIENT ORIENTED PROBLEM-SOLVING (POPS) APPROACH IN

TEACHING PATHOLOGY: A COMPARISONWITH TRADITIONAL LECTURES

Dr. Arjun Singh, M.D. Pathology

Associate ProfessorDepartment of Pathology & Medical Education

Index Medical College Hospital and Research Center

Indore, India

www.drarjunpatho.hpage.com

Study conducted in

Department of Pathology

Sri Venkateshwara Medical College Hospital and ResearchCenter

Pondicherry, India

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BACKGROUND

We use many methods to train our

undergraduateLectures is most commonly usedmethod

Lectures is passive mode ofteaching


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The POPS incorporate theThe three principles for acquiring a

new information, (Anderson 1977)

Knowledge

Activation

of priorknowledge

Elaborationof knowledge

Encodingspecificity


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To develop patient-oriented

problem solving (POPS)

exercises for teaching of Pathology and assess its

effectiveness and studentpreference over didactic lecture:

a comparison study

OBJECTIVES


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POPS given to students

Students instructed to come

with solution of problemand reading of related topics

POPS discussed with 10 MCQBy use of PPT and AVA

Next POPS given to students

Total 20 POPS discussed Post test

Feedback taken

Students divided in to two groups

Lecture with chalkand board taken

Total 20 classes taken

Pre test


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EXMPLE OFPROBLEMS SOLVING EXERCISE

A 32 years pregnant woman feelstiredness and weakness. On physicalexamination, she is afebrile with no

remarkable findings. Complete hemogramshows Hb :-7.2 g/dl, RBC count :-2.8million/cmm, platelet count :-2.2 lakh/ cmm,WBC count :-7,200 /cmm. Smear shows

presence of Microcytic and hypochromicRBC with preponderance of pencil and teardrop cells.


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QUESTION 1 ( Total Questions =10)

What is the probable diagnosis

(A) Iron deficiency anemia

(B) Hemolytic anemia

(C) Megaloblastic anemia

(D) Aplastic anemia

(E) Anemia of chronic loss


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Pre and Post test Mean SD of Group A (POPS) and B (Control)

N

M i n i m u m

M a x i m

u m

M e a n

S D

Pre Test Group A 72 0 8 3.64 1.604

Pre Test Group B 70 0 7 3.91 1.530

Post test Group A 72 12 24 19.63 2.703

Post test Group B70 7 22 11.90 3.195

Minimum = Minimum number of correct answers out of a total of 25 questions

Maximum = Maximum number of correct answers out of a total of 25 questionswww.drarjunpatho.hpage.com

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Paired difference Correlations

N Mean SD

Post Test Group A – Pre test Group A 72 15.9861 3.18223

Post Test Group B –

Pre test Group B 70 7.9857 2.52806

Z=16.62, P value<0.001 Significant

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S.

N.

Question Large

extent

Small

extent

Not at all

01. Do you think this type methodology (problemsolving exercise) facilitates self learning.

4562.50%

2737.50%

0000%

02. Do you think that type methodology (problem

solving exercise) should be used by every

teacher.

35

48.61%

33

45.83%

04

05.55%

03. Do you think that this type of methodology

(problem solving exercise) will help you to make

diagnosis in real clinical practice (Practical

approach).

38

52.78%

30

41.67%

04

05.55%

04. Do you think self reading before class help in

understanding of class material.

39

54.17%

26

36.11%

07

09.72%

05. Do you think that type methodology (problem

solving exercise) creates interest in topic.

33

45.83%

30

41.67%

09

12.50%

Student response to POPS

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06. Do you think that this type exercises help to keep

your attention in class room.

42

58.33%

27

37.50%

03

04.17%

07. Do you think that this type of teaching

methodology is more scientific ways of

teaching.

46

63.89%

20

27.78%

06

08.33%


methodology strengthen student intrinsic

motivation.

38

52.78%

25

34.72%

09

12.50%


methodology develop self directed learning

skill.

58

80.55%

12

16.67%

02

02.85%


methodology gives systemic approach or

attempt to apply finding of cognitive psychology

to educational process.

38

52.78%

29

40.27%

05

06.94%

Average % 57.52% 35.67% 06.81%

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Student’s satisfaction by POPS over the lecture

% of satisfaction No. of student % of total student

01 to 10 00 00

11 to 20 00 00

21 to 30 00 00

31 to 40 00 00

41 to 50 01 01.38

51 to 60 03 04.16

61 to 70 05 06.94

71 to 80 08 11.11

81 to 90 07 09.72

91 to 100 46 63.89

No response 02 02.78

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CONCLUSION

Group A performed better than group B,

Zeta test was 16.62 P<0.001

Feed back response shows 93.19% studentsare in favor of POPS method

84.72% students are 71-100% satisfied by

POPS methods


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KEY MESSAGE

POPS can be introduced at individual level in

teaching

Does not require small group and more

teachers

POPS is better option of medical student

teaching for long last memory

POPS can be an alternative of PBL as well

as dialectic lecture


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THANKSwww drarjunpatho hpage com

Pops at Amee 2011

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