Publication

Abstract : Background: It is a myth that the student knows the anatomy, causes, sequelae, complications and types of hernia. Though educational tools for the surgical procedure are available but a structured teaching format is not described in literature. A structured methodology of teaching may help in improving the knowledge of the student.Methods: A cross sectional study was done at our institution using 37 Phase III MBBS students. A pre-test was followed by a structured methodology of teaching students about inguinal hernia. A post-test and feedback was taken after 2 days. Data was computed. Statistical significance was found by using non-parametric test – Wilcoxon Signed-Ranks test. The quantitative data were expressed as Mean ± SD and qualitative data were expressed as frequency and proportions.Results: Mean marks of the students were 4.37 and 5.11 among 8th and 9th semester students which improved to 15.04 and 14.33 marks which was statistically very highly significant with p = 0.0001 and 0.008 respectively which showed a gain in knowledge of students.Conclusion: Structured teaching improves the ability of an IMG to diagnose hernia. Objective Structured TeachingEvaluation (OSTE) will help the teacher, whether junior or senior, learn to be a better teacher.