Student Centric methods at MLDMHI

One of the basic tenets at MLDMHI laid down by our founder, the late Dr. M. L. Dhawale, is Action learning or learning by doing. One learns the most when one actively participates in the process of learning. The other principle is the complete integration of theory with practice. The student must see at the bedside what he has read in the texts. On these twin principles rests the entire learning system as implemented at the MLDMHI.

 

The current norm in UG teaching is the lecture method where the teacher assumes charge of the learning process and the student is mostly passive. Bed-side teaching needs the student to become active as he has to build up confidence in his approach and learn to rely on his clinical findings.Thus knowledge gained in the lecture room becomes inapplicable at the bed-side. 

Student centric methods

One of the important areas of institutional distinctiveness is adoption of case based learning methodology in all areas. Clinical postings in rotation ensure maximum exposure of the students to a wide variety of patients. Academic sessions are also case based followed by theoretical but case based inputs. The characteristics of each of these are elucidated in brief:

  1. Case based learning on the floor:In clinical postings, the students get exposed to patients from day one of their course. After an initial period of observation they themselves get involved in patient care by defining cases and managing the patients both in the OPD and IPD. The Institute has evolved a Standardized Case Record© (SCR) which is so structured as to help evolving a standardized process of thinking to diagnose and resolve clinical problem. The workedout records are checked by respective supervisors who give structured inputs for improvement.
  2. Rotational postings: The OPD and IPD postings are structured where exposure to different clinical departments help students to evolve sound clinical skills. A fully functional hospital enables student exposure to the major areas of Medicine, Surgery and Gynaecology and Obstetrics including Psychiatry, Paediatrics, Rheumatology, Pulmonology, Cardiology, Dermatology and Endocrinology.
  3. Case based assignments: Departmental sessions have case based assignments planned with clear objectives and definitive directives with relevant reference readings. Cases selected are also taken preferably by the students. They are expected to submit workings before the session which are checked by the supervisors and inputs given for further work.

Case based sessions are taken to orient students regarding the utility and importance of the SCR©. This helps the student to evolve through his active involvement followed by systematic guidance.

The group discussion methodology encourages students to participate, refines their thinking processes and helps them to get a peep into their sensitivities so important at the bed-side. Thus do they get actively involved and learn by doing. The close integration of theory and practice allows them to strengthen the foundations of their learning and gives an impetus to their clinical application. Theirproblem solving capacity improves which finally results in a better understanding and application at the bed-side. In the whole process the teacher plays role of facilitator and guides the student in the process of learning.

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Dr M L Dhawale Memorial Homoeopathic Institute, Palghar Palghar – Boisar Road, Opp. S.T. Workshop, Palghar-401 404, Dist. Palghar, Maharashtra, India

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