International Journal of Community Medicine and Public Health

Kumar RP et al. Int J Community Med Public Health. 2016 Sep;3(9):2593-2595

http://www.ijcmph.com pISSN 2394-6032 | eISSN 2394-6040

DOI: http://dx.doi.org/10.18203/2394-6040.ijcmph20163079
Research Article

Tutorials: an effective and interactive method of teaching

undergraduate medical students
R. Prahan Kumar*, Kanimozhy Kandhasamy, Ramesh Chand Chauhan, Joy Bazroy,
Anil J. Purty, Zile Singh

Department of Community Medicine, Pondicherry Institute of Medical Sciences, Pondicherry, India

Received: 18 July 2016

Accepted: 13 August 2016

*Correspondence:
Dr. R. Prahan Kumar,
E-mail: rrprahan@yahoo.com

Copyright: © the author(s), publisher and licensee Medip Academy. This is an open-access article distributed under
the terms of the Creative Commons Attribution Non-Commercial License, which permits unrestricted non-commercial
use, distribution, and reproduction in any medium, provided the original work is properly cited.

ABSTRACT

Background: There is growing concern among medical educators that conventional modes of teaching medical
students neither encourage the right qualities in students nor impart a life-long respect for learning. The aim is to
study the perception of undergraduate medical students about tutorials as a teaching learning method.
Methods: A cross-sectional study was conducted among 7th semester M.B.B.S students of Pondicherry Institute of
Medical Sciences. A tutorial session was conducted among 71 medical undergraduate students who were divided into
6 groups. The handouts were distributed to all the groups. Tutorial was conducted by trained faculty of the department
of community medicine. At the end of the tutorial, a predesigned pretested questionnaire with responses prepared
using Likert‟s scale was given to all students to record their responses and feedback. Proportions of students‟ response
for various items were calculated and analysed using SPSS software.
Results: Among the students who participated in the tutorial session 45 (63.4%) said that they could understand the
topic better in tutorial. 49 (69%) students felt time management was better in a tutorial as compared to lecture. 55
(77.5%) expressed that tutorials are more interactive than a lecture.
Conclusions: To conclude, the medical undergraduates felt that tutorial is an effective method of teaching learning
process.

Keywords: Tutorials, Teaching learning method, Medical education

INTRODUCTION professors. The student receives guidance and support

from the others.2 Learning occurs through multiple
Tutorials in its true sense is a small group teaching interactions within the learning environment, especially
learning method with the central concept of discussion.1 when the students are encouraged and expected to think
Tutorial classes for medical students are imparted to both creatively and critically.
develop and test their own ideas, clarify the material
presented in lectures, apply general concepts to the Responsibility for learning should be placed on the
solution of specific problems, define new problems and student, with the instructor‟s role shifting from lecturer to
seek solutions to them, hone problem-solving skills and facilitator. From students‟ point of view, the main
encourage students in self-learning. characteristics for a good tutorial are tutors allowing
enough time for discussion, accepting students as
Learning is not uni-directional from teacher to student, partners, refraining from interference and having
but multi-directional, including tutors, other students, and expertise.3 It has also been found that the components of

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 Kumar RP et al. Int J Community Med Public Health. 2016 Sep;3(9):2593-2595

a rich learning environment are stimulation by topic after the tutorial. The data was entered in Microsoft
classmates, a knowledgeable and creative faculty and a excel 2007 and was analysed using SPSS version 16.
large amount of personal contact between students and Proportions of students‟ response for various items were
instructors.4 calculated.

Most of the current teaching techniques are didactic RESULTS

involving very less student participation and the
knowledge is imposed on the students. Using the current Among the students who participated in the tutorial
techniques, the lesson taught to students is not skill session 45 (63.4%) said that they could understand the
oriented, and therefore, although we are producing good topic better in tutorial and 55 (77.5%) expressed that
number of health workforce but are unable to meet the tutorials are more interactive than a lecture. Overall, as
needs of the community.5 compared to lecture, majority of the students (66.2%)
rated tutorials as a better teaching-learning method.
There is growing concern among medical educators that
conventional modes of teaching medical students Students gave written feedback for the tutorials session.
(lecture-based curricula) neither encourage the right Some of the feedbacks given by students are –
qualities in students nor imparts life-long respect for
learning.6 Undergraduate medical education, as with any  “Discussing particular topic makes the subject to be
other educational programme, needs ongoing clear.”
improvements to meet the changing demands of medical  “Small group; interaction proper with teacher and
practice in the present century. Medical education should within groups.”
be given the same emphasis as research and patient care.  “Was able to ask doubts to assigned tutors.”
Hence the present study was conducted to assess the  “Catches attention, sustains interest.”
perception of undergraduate medical students about  “Very useful, everyone will get the chance to talk.”
tutorials as teaching learning methods as compared to a  “Message clearly reached the students.”
traditional teaching learning method (lecture).  “Equal involvement amongst all the group
members.”
METHODS  “Very interactive; almost like friends teaching us.”
 “Sustains attention of audience, not monotonous.”
A tutorial session was conducted among 7th semester
MBBS students of Pondicherry Institute of Medical
Table 1: Perception of undergraduate medical
Sciences. 71 students attended the tutorial session and all
students about tutorials as teaching learning
the students were divided into six groups comprising of
methods as compared with lecture (n=71).
12 students per group. A pre test was conducted prior to
the tutorial to record the understanding of the topic by the Students’ responses about
students. tutorial as compared to lecture
Poor n Same n Better n
Handout of the topic to be covered for the session was Variable
(%) (%) (%)
prepared well in advance and lesson plan of the tutorial
Understanding
was also made. The handouts were distributed to all the 6 (0.08) 20 (28.1) 45 (63.4)
of the topic
groups. Tutorial was conducted by trained faculty of the
department of Community Medicine who had undergone Proper
medical education training by MCI. Each group was management of 7 (0.09) 15 (21.1) 49 (69)
accompanied by one faculty. time
Interaction with
5 (0.07) 11 (15.5) 55 (77.5)
During the tutorial session hand outs were read by students
students for 30 minutes following which the topic was Achievement of
6 (0.08) 21 (29.5) 44 (61.9)
discussed by the faculty within the same group. Lastly, objectives
student representatives from each group were invited for Overall rating 6 (0.08) 18 (25.3) 47 (66.2)
a panel discussion during which one student moderated Figures in parentheses are percentages.
the session and others discussed the topics among each
other, shared their views and asked questions to get DISCUSSION
clarifications from the faculty.
Today the most common teaching learning method used
At the end of the tutorial, a predesigned pretested in medical education is a didactic lecture. A traditional
questionnaire with responses prepared using Likert‟s lecture doesn‟t encourage a fruitful participation of
scale was given to all students to record their responses students and doesn‟t promote interaction among teacher
and feedback about the effectiveness of Tutorials as a and students.4 For effective skill learning as well as to
teaching learning method as compared to Lecture. Also a create and sustain the active interest of students in
post test was conducted to assess the understanding of the learning, the teaching learning method must be

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 Kumar RP et al. Int J Community Med Public Health. 2016 Sep;3(9):2593-2595

interactive and participative in nature. A tutorial is a Funding: No funding sources

participative teaching learning method which promotes Conflict of interest: None declared
discussion and better understanding of a topic. In our Ethical approval: Not required
study, tutorials were conducted using a handout prepared
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Cite this article as: Kumar RP, Kandhasamy K,
who consented and participated in this study. We also
Chauhan RC, Bazroy J, Purty AJ, Singh Z. Tutorials:
express our acknowledgment to the post graduate
an effective and interactive method of teaching
students and other faculty of Department of Community
undergraduate medical students. Int J Community Med
Medicine, who actively supported for the planning,
Public Health 2016;3:2593-5.
implementation and completion of this study.

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