Effect of a structured teaching program in the evaluation and perception of Inguinal Hernia by Phase III M.B.B.S. students.

This was a project done as part ofthe ACME requirement of MCI.
Research question - Does a structured teaching improve the ability of a student to understand various aspects of hernia, its proper complete diagnosis and causative factors

Objectives 
• To assess whether a structured teaching will improve the ability of the student to diagnose hernia.
• To understand the student perception towards the structured learning
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. OSTE will help the teacher, whether junior or senior, learn to be a better teacher.