EFFECTIVENESS OF IMPLEMENTING 'DOUGHNUT ROUND' IN SELF DIRECTED LEARNING OF ANATOMY IN PHASE 1 MBBS STUDENTS

Satyajit Saha, Hironmoy Roy

Abstract


Introduction: In present Competency based Medical education curriculum MCI proposed a separate hours for the self directed learning for each
subjects. “Doughnut Rounds” are one of the methods of the SDL where students participate with his/her peer actively. Till now so far the literatures
have been searched for, its implementation in discipline of Anatomy has not been found searched.
Aim: To assess the effectiveness of the Doughnut Rounds in Self Directed Learning Sessions in Anatomy, amongst the Phase 1 MBBS students
Methodology: After the permission from Institutional Ethics Committee, with the volunteering students three rounds of Dounghnut Rounds have
been arranged in Phase 1 MBBS students of the last academic year in three topics viz clinical applied parts of inferior Extremity, Thorax and
Abdomen. Pre-test and Post test MCQ based prevalidated questionnaire was placed to assess the effectiveness of participation in DR.
Result: In the inferior extremity In the pretest of the abdomen 22 % students passed, with 54 % students getting less than 29%. In post-test, 88 %
students passed, with no student getting less than 29%. The difference in the pre-test & post-test marks was statistically significant. The difference
in the number of students passing in the pre-test & post-test was also statistically significant. In abdomen (n=41) in the pre-test the pass: fail ratio
was 9:32 (22:78) with 22(54%) students getting less than 29% and nobody managing to cross 59% and in post-test the ratio was 36:5 (88:12) with
no student getting less than 29% and 27 (66%) students getting more than 59% & 4 (10%) students crossing 79%. In the pretest of the thorax 53 %
students passed, with 10 % students getting less than 29%. 42 % students crossed 59% and 16% students got more than 79 %. In post-test, 88 %
students passed, with no student getting less than 29%. Moreover 72 % students got more than 59% with 39 % students crossing 79%. The
difference in the pre-test & post-test marks was statistically significant. The difference in the number of students passing in the pre-test & post-test
was also statistically significant.
Conclusion: This study reflects well the effectiveness of implementing the Doughnut rounds in Self Directed Learning sessions of Anatomy.


Keywords


Anatomy teaching; Self Directed Learning; Doughnut round

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References


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Yimeng Zhang1, Marie A. Zerafa Simler1*, Isabel Stabile2 (2017) Supported self-directed learning of Clinical Anatomy: a pilot study of doughnut rounds, Eur. J. Anat. 21 (4): 319-324 (2017)


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