Browsing by Author "Paudel, Sabita"
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Publication Impact of Case Based Learning on Teaching of Undergraduate Oral Pathology Course(Nepal Health Research Council, 2023) Shrestha, Bijayata; Subedi, Sushil; Paudel, Sabita; Subedi, Nuwadutta; Parajuli, UmeshAbstract Background: Oral Pathology curriculum is taught as didactic lectures which promotes rote learning. This study intends to introduce and assess the impact of Case based Learning in student’s performance and to obtain the perception of students towards it. Methods: This cross-sectional study was conducted from March 2021 to January 2022 among dental undergraduate students (N=25) of Gandaki Medical College, Pokhara. The syllabus of Potentially Malignant Oral Lesions and Oral Cancer were covered for BDS third year students by didactic lectures, followed by Case Based Learning sessions (session I- Oral Leukoplakia, session II- Oral Squamous Cell Carcinoma). A pre-test and post-test, containing Multiple Choice questions relevant to the topics, were administered before and after the interventions. Students’ perceptions were collected using feedback questionnaire. The scores obtained in the pre and post-test were compared by Wilcoxon pair test and Mann Whitney U test. The level of significance was set at p <0.05. Results: Twenty and 21 students participated in session I and II respectively, and all (100%) of them felt that the case scenarios made the subject more interesting, and 19 (90.5%) students felt more such sessions should be added and be used along with lectures. Post test score after case-based learning was significantly higher (For Oral Leukoplakia p=0.028, for Oral Squamous Cell Carcinoma p<0.001) in comparison to didactic lectures. Conclusions: As case-based learning was positively perceived and preferred along with lectures, an attempt to incorporate it along with lectures in clinically important topics should be made. Keywords: Case based learning; dental undergraduate students; lecture; medical education; oral pathologyPublication Perception and Attitude of Second-year Medical and Dental Students regarding the Use of a Problem-based Learning(Nepal Health Research Council, 2024) Bista, Soni; Paudel, Sabita; Shrestha, Bijayata; Subedi, Nuwadatta; Basnyat, Rupesh Shingh; Chettri, PradipBackgrounds: Problem-based learning (PBL) is a learner-centered pedagogical approach in which a person learns about a subject by working in groups to solve an open-ended problem. The objective of the present study was to assess students' perceptions and attitudes toward Problem-based learning and the role of tutors in Problem-based learning. Methods: This quantitative study was conducted among second-year medical and dental undergraduate students from November 2022 to November 2023. The students were divided into eight groups, and each group was facilitated by tutors. A Problem-based learning tutor guide, with a case on the topic of diarrhea/dysentery, was designed as a module with six triggers and given to the groups. At the end of nine days of PBL sessions, feedback from students on the process of Problem-based learning and tutors was received using the 'Dolmans and Schmidt' and 'Dolmans and Ginns' questionnaires, respectively. The level of attitude of the students based on their feedback toward the Problem-based learning process and the tutors were also assessed. The data were entered into Microsoft Excel, and descriptive analysis was performed using the Statistical Package for Social Sciences (SPSS), version 21. Results: Among the 79 responses received, 72 (92.4%) students gave a good rating of the process of Problem-based learning, indicating a favorable attitude. The participants agreed with the themes based on the influence of discussion, content tested, course objectives, lectures, tutors, and reference literature. Similarly, 63 (81%) students gave a good rating of the tutorials’ performance, suggesting a favorable attitude. They agreed that tutors facilitated active, self-directed, contextual, and collaborative learning. Conclusions: This study revealed the positive perceptions and attitudes of medical and dental undergraduate students regarding the PBL process and the role of tutors in Problem-based learning. The outcomes of this study have provided a foundation for implementing Problem-based learning in Nepal's medical and dental undergraduate curricula. Keywords: Dental education; diarrhea; dysentery; medical education; problem-based learning.