Discussion, disagreement & dialogue (3D): A preventive learning approach for undergraduate MBBS students to embrace what is right, rather than who!!!

Jarina Begum; Syed Irfan Ali; Nachiket Shankar; D Lakshmi Lalitha

doi:10.53730/ijhs.v7nS1.14256

Authors

Jarina Begum
jarina.begum@manipal.edu
Professor & head in department of Community Medicine, at MTMC, Jamshedpur, Jharkhand, 831017, Manipal academy of Higher Education, Manipal, India
Syed Irfan Ali Associate professor in department of Community medicine at MTMC, Jamshedpur, Jharkhand, 831017, Manipal academy of Higher Education, Manipal, India
Nachiket Shankar Professor of Anatomy & Medical Education St. John’s Medical College, Sarjapur Road, John Nagar, Koramangala, Bengaluru, Karnataka, 560034
D Lakshmi Lalitha Dean & Professor in department of Biochemistry at Great eastern medical school, Ragolu, Srikakulam.532484

Keywords:

3D (discussion, disagreement & dialogue) , learning approach, session, statement, feedback, knowledge, communication skills

Abstract

The present medical education system is mostly a one-way communication, whereas discussion improves student’s critical thinking, disagreement values for decision making. Aim of the study is to evaluate the feasibility and impact of 3D (Discussion, disagreement, and dialogue) learning approach among undergraduate MBBS students in terms of their perception & impact on learning outcomes. An interventional study was carried out among 84 students in a tertiary heath care institute. The knowledge was assessed before and after intervention. Total 4 session were conducted with 20 randomly selected students in each session discussing 5 statements. Each statement was discussed by 4 (2 for 2 against) students at a time and followed by moderator’s summary & audience interaction, followed by a feedback survey. The increase in knowledge was found to be statistically significant at p<0.0001. Majority of them were either strongly agree or agree to the statement of improved understanding (90.4%), communication (90.4%), interest (86.4%), satisfaction (86.4%) & speaking skills (80.8%) after the intervention. Although sessions were interactive and fun learning few challenges encountered time constraint, non-participation, stage fear, language, adaptation to the environment. Conclusions: 3D learning approach was successful in improving student’s performance in terms of knowledge, communication, understanding, speaking skills, satisfaction.

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