Project-based learning to empower first year medical students.

• Main Author: Ismail, Soraya
• Format: Conference or Workshop Item
• Language: English; English; English
• Published: 2020
• Subjects: L Education (General)
• Online Access: http://irep.iium.edu.my/84674/1/PicTl%20poster%20105_Soraya%20Ismail.pdf; http://irep.iium.edu.my/84674/2/SIJIL%20PEMENANG%20PicTL%20poster105%20Gold%20Award.pdf; http://irep.iium.edu.my/84674/13/PicTL%202020%20Poster%20Presentation%20Schedule%2020102020.pdf; http://irep.iium.edu.my/84674/

Studying Medicine requires diligence and commitment. With many jargons, concepts and processes to remember this can be overwhelming especially to first year medical students. In Kulliyyah of Medicine, International Islamic University Malaysia, the subjects Microbiology, Parasitology and Pharmacology are taught as one module in first year. In this module, complicated scientific micro-organism names along with corresponding diseases, micro-processes as well as drugs and their actions are being introduced. Hence a creative approach via project-based learning allows students to immerse themselves in the subjects to facilitate better understanding and retention of the topics. This study aimed to evaluate the understanding of pre-clinical medical subjects through project-based learning in first year medical students. Students worked in groups and prepared ‘mini posters’ where they each identified themselves with any of the micro-organisms, parasites or drugs taught. A short description of the chosen topic was included in the ‘mini posters’ which were placed in the lecture hall throughout the year. Everyone in class looked at the ‘mini posters’ daily which reinforced the information. A survey using Google Forms was conducted on all first-year medical students (n=143) to assess their understanding on pre-clinical medical subjects taught namely Microbiology, Parasitology and Pharmacology using project-based activity ie ‘mini posters’. From the survey, most students had a ‘fair’ understanding of the topics at the start of the module which improved to ‘good’ and ‘very good’ at the end of the course with the aid of the ‘mini poster’ project. A total of 40 ‘mini posters’ were displayed; 12 Microbiology, 15 Parasitology and 13 Pharmacology. From the survey, students reported that their perceived knowledge had increased when i) they discussed the topics, ii) preparing the ‘mini posters’ reinforces their understanding and iii) seeing the ‘mini posters’ daily in the lecture hall consolidated the information. Project-based learning allows the students to be immersed in the learning process and take ownership of the outcome. This validates the VARK learning styles; visual, auditory, reading/writing and kinesthetics, where each student has different learning styles. By allowing students to learn through project-based and show-case their project empowers them to excel.