Transition From Observational to Collaborative Learning to Augment Practical Skill Training in First-Year Medical...

Area of Science:

• Medical Education
• Hematology Practical Training

Background:

• Student engagement in hematology practicals is low due to lack of examination relevance.
• Collaborative learning strategies can potentially increase student interest and motivation in practical experiments.

Purpose of the Study:

• To compare the effectiveness of collaborative learning versus traditional demonstration for hematology practicals.
• To assess the impact of collaborative learning on student performance and group dynamics.

Main Methods:

• First MBBS students were divided into two groups: collaborative learning (n=50) and traditional demonstration (n=50).
• Collaborative learning groups received procedural details and materials, working in teams.
• Team Cohesion Scale (TCS) and Likert scale surveys were used for assessment and feedback.

Main Results:

• Collaborative learning group achieved significantly higher post-experiment scores (8.65±1.54) than the traditional group (7.06±1.46).
• High TCS scores correlated with timely experiment completion, while low scores indicated incomplete experiments.
• Students provided positive feedback on collaborative learning's utility in practical settings.

Conclusions:

• Collaborative learning is an effective method for practical teaching in medical education.
• This approach fosters essential skills such as communication and problem-solving.
• It prepares medical graduates for effective teamwork in their professional roles.