Medical Education Terminologies: Do These Really Percolate to the Level of Medical Students? A Survey

In Medical Education Technology, many terminologies are embodied in faculty training programs; used by teachers in daily practice like learning objectives, curriculum, and domains, formative and summative assessments. The awareness and knowledge of students regarding these terminologies, is questionable.

To assess the awareness and knowledge of the students of all phases of MBBS - regarding terminologies in medical education.

The study was questionnaire based survey at a private medical college in rural setting. Participants were the students from first, second, third Part I and third part II MBBS. Sample size included 175, 161,150 and 162 participants of first, second, third Part I and third Part II MBBS respectively. The questionnaire included 10 closed and one open ended questions which included the themes in educational spiral like: learning objectives, teaching-learning and assessment.Statistical data analysis was done by using descriptive and inferential statistics (Chi-square test) and p<0.05 was considered as level of significance. Qualitative data was analysed using coding and categorization.

Percentage of students participated for first, second, third Part I and third Part II MBBS were 87.5%, 80.09%, 93.16% and 90% respectively. The students were aware of some terms like learning objectives, its importance, curriculum; but knowledge component was missing. For some terms like cognitive, psychomotor, affective domain, simulation, formative, summative assessment; awareness as well as knowledge was missing. The methods suggested by students regarding the terminologies ranged from explanation of importance of these terms to its application.

Efforts should be made in the direction to increase the awareness and knowledge of the basic terminologies used in medical education technology.