Efficacy of two vertically integrated teaching–learning methods – The ocular basic science workshop versus lecture in enhancing knowledge and skills of ocular examination techniques and underlying principles in second clinical year medical students: A prospective interventional study
Anika Amritanand; Danica Lyngwa; Nimmy Thomas; Ann Eapen; Jeffrey Immanuel; Timothy Prabhu; Supraja Srivatsava; Upasana Kachroo · 2021 · TNOA Journal of Ophthalmic Science and Research
WASTE classifies this as Negative / Null Result Report · AI classification, approximate
The study found no significant effect — useful as a negative control or null benchmark for your own design.
Abstract
Purpose: The purpose of the study was to compare the efficacy of two vertically integrated teaching–learning methods, a peer-led ocular basic science workshop (OBSW) versus lecture by ophthalmology faculty, in enhancing the underlying basic science knowledge and examination skills of ophthalmic clinical tests among second clinical year medical students. Design: This was a prospective, interventional comparative study. Students were randomly assigned to peer-led OBSW and interactive lecture-based method of teaching by a faculty. Change in knowledge was assessed using pre and post multiple-choic
Abstract by Anika Amritanand; Danica Lyngwa; Nimmy Thomas; Ann Eapen; Jeffrey Immanuel; Timothy Prabhu; Supraja Srivatsava; Upasana Kachroo, TNOA Journal of Ophthalmic Science and Research (2021) — licensed CC BY 4.0.
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Metadata source: DOAJ · DOI 10.4103/tjosr.tjosr_14_21