1. Use of presentations as a method of learning physiology
Use of presentations as a method of learning physiology. Does it assist in improving English Proficiency of our students?
Dr. Farida Munawar
Prof of physiology
Shalamar medical and Dental college
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INTRODUCTION
Physiology is vital component of medical curriculum as it forms the foundation of clinical subjects.
It has to be taught and learned effectively for application of knowledge in clinical practice ( Saeed and Munawar , 2009 )

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Shen (1996) conducted research concerning the English needs of Taiwanese medical students and medical practitioners in order to differentiate them.
The study found that both medical students and medical doctors realized the importance of English and had a strong incentive to learn medical English.
English needs of medical students were academic-related, while professionals’ English needs were work-related.

6. students in each professional year for two years.
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At Shalamar Medical and Dental College ,Lahore I teach a class of 100 undergraduate
students in each professional year for two years.
There are students who have done their A-levels with a better understanding of English language as compared with those who have passed the local board exam which includes examination in English language as well.

7. OBJECTIVES Active learning styles were adapted in order to:
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OBJECTIVES
Active learning styles were adapted in order to:
have better understanding the subject .
assist medical students in their application and understanding of physiology to clinical
situations.
encourage group based learning and social interaction.
motivate students to answer and write in proper English.

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SUBJECTS AND METHODS
Five larger groups with twenty students in each group were formed ( 2nd year MBBS class session )
Groups included both the high risk students and students with good scores.
High risk Students : scores less than 50% in ) 3 consecutive class tests
Good scores : 60% and above
The students who had done theirA-Levels and had good assessment scores in the medical college as well , were equally divided between groups .
Facilitators from the faculty of physiology were selected to facilitate the students ( 1 facilitator for each group )

9. mass instruction (lectures )
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Elton’s (1977) model classifies all teaching and learning systems techniques into three
broad groups:
mass instruction (lectures )
individualised instruction ( assignments and presentation )
group learning
This classification is used to indicate the role of the teacher and the types of instructional
materials might be useful in each of the context

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ELTON MODEL

11. physiology were allocated in order as:
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Five topics for presentation by the students one week were selected and distributed them amongst the groups.The topics from gastrointestinal
physiology were allocated in order as:
Functional Types of Movements in the Gastrointestinal Tract
Deglutition
Motor Functions of the Stomach
Function of Bile Salts in Fat Digestion
Disorders of the Small Intestine

12. Format and scheduling of presentation.
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Format and scheduling of presentation.
A suggested format for presentation was conveyed to the students in lectures,via notices placed on the notice board and via .Two boys and two girls volunteered for oral presentation from each group .Presentation time was 20 minutes in total .
At the end of one week the rest of students came to the class and deposited their written assignments with their respective facilitators who were there to help and facilitate them .

13. Individualized Instruction
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Individualized Instruction
The student groups were taken to the rooms where the tutorials were routinely taken.
There are weekly tutorials of the whole class in our college ( 2 hours duration )
Oral presentations commenced during that time morning tutorial time was the most suitable slot to be allocated.
Attendance to all these sessions was compulsory.

14. One volunteer used power point slides for her presentation.
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The volunteers of four groups presented their assignment using transparencies on OHP.
One volunteer used power point slides for her presentation.
A Student from each group was given the task of helping the presenter.

15. Discussion session ( group learning )
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Discussion session ( group learning )
In the question answer session the students put up with very interesting and some times funny questions.The answers were given by the volunteer and sometimes by a pair who shared their ideas for a while before answering.
Some students questioned in urdu and the question was translated for them by one of their fellow students’and was made more enjoyable in English.

16. Questionnaire was developed from the work of Higgins and Tufts (2010)
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Questionnaire was developed from the work of Higgins and Tufts (2010)
In order to obtain feedback , a set of seven open ended questions was given to the students and were directed to write brief answers to the questions independently in 45 minutes .
Later the obtained data was chunked , similarities were identified . Themes were extracted, coded and numbered and described , differences were highlighted .

17. QUESTIONNAIRE 1.Was the session well organized.
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QUESTIONNAIRE
1.Was the session well organized.
2.Was it a different learning.
3.Is it a simpler way to explain, easier to understand, better understanding, easier to
remember, integrative.
4.Can such activity assist in improving your English proficiency .
5. Interesting, enlightening, informative, educational, intellectual stimulation.
6.Would you like such activity to continue in future
7.Is it a team effort, group participation, getting to know fellow students.

18. Intellectual stimulation 2
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Theme code
Theme number
Description of theme
Frequency
Views about session 1
Well organized
Good expeience 60
Intellectual stimulation 2
Students perceived the experience as better understanding of subject
Help in improving English proficiency 3
Such activities will improve wrting and speaking skills 55
To continue in future 4
Students want to select topic 85
Team effort and self directed learning 5
Getting to know fellow students
and build better concepts 90

19. Correlation between themes and frequency
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Correlation between themes and frequency
Equation
R square F
df1
P value
Linear
.688
6.618 1
< .05*

20. RESULTS Maximum responses of students are for theme 4 and 5
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RESULTS
Maximum responses of students are for theme 4 and 5
For theme 1 and 2 students gave equal responses
Response for theme 3 was lowest
Themes and frequency of responses were positively correlated with r = .688 and significant P vaue < .05

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22. Summary and Conclusion
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Summary and Conclusion
The challenges facing medical education in Asia are similar across different countries.
The learning process is still problematic with large classes and limited opportunities for students to pursue independent learning or electives.

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Recent reforms in medical education include greater emphasis on active and self-directed learning, across the board integration of disciplines, and generally a more humanistic and need-based approach to medical education

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References
Abraham r R, K., . Ramnarayan., K (201 0).Impact of note-taking on cognition during lectures .South-East Asian Journal of Medical Education 4, 43,44. D, J. (2000) Learninging groups . 3rd ed. London: Kogan Page. presentations as a method of learning endocrine and gastrointestinal Elton’Model 1977 Higgins-Opitz SB, T. M. (2010) Student perceptions of the use of pathophysiology. Adv physiol educ Saeed , M., Munawar, F. ( ) Problem Based Learning Sessions during Lectures on Endocrine Physiology. JFJMC, ; 3 : Y, H. (2011) Pedagogical Implictions on Medical Students’ Linguistic Needs English Language Teaching 4. December

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