Lahore, December 22, 2022 (PPI-OT):With the technology boom of the 21st century, it has become necessary to transform the traditional educational and dogmatic medical education strategies for balancing and optimising the information explosion. Several teaching-learning theories have been suggested, and they have invariably worked to a greater or lesser degree in different situations.
One of the revolutionary ideologies in contemporary pedagogy is “student-centred teaching and learning,” which has been adopted at the University College of Medicine and Dentistry (UCMD). This shift in medicinal pedagogy at UCMD is directed at the efficient grooming of its future physicians and surgeons.
By breaking the streak of traditional instruction, UCMD aims to give students more control over their learning methods and pace of study. The faculty are specifically trained at UCMD to become adapt at efficient ways of employing student-centred teaching.
Student-centred class activities such as small group discussions (SGDs) and problem-based learning (PBL) sessions are conducted to make students self-directed and lifelong learners. SGDs familiarise learners with an adult approach to learning, a generic skill they will need for the rest of their professional lives. SGDs encourage learners to take responsibility for their own learning, promoting a deeper understanding of the material.
They also allow students to bring to the group their own prior learning and perceptions of material previously learned. Learning can then develop from this point while encouraging problem-solving skills and participation. Moreover, such group interactions add the element of enjoyment and its influence on motivation may encourage students to learn.
PBL is implemented in the first and second years of medical education to integrate basic and clinical sciences. PBL is an instructional method that challenges the learner to “learn for the sake of learning,” working cooperatively in groups to solve real-world problems.
The problem is used to raise curiosity and activate prior learning. The problem acts as an initiator of learning. It simulates actual conditions that the learners are likely to see during their professional lives. Students at UCMD engage in group activity and discovery learning and develop problem-solving and critical thinking skills. Hence, they become able enough to find and evaluate appropriate learning resources to fulfil their learning needs.
For more information, contact:
The University of Lahore
1 – KM Defence Road, Lahore, Pakistan
Tel: +92-42-111-865-865, +92-42-35322501 +92-42-35321761
Email: info@uol.edu.pk
Website: www.uol.edu.pk