Pedagogy which is well known as microteaching in medical colleges for a long time. Microteaching is a technique which uses to train the postgraduate (PG) students to make them future medical teachers. Pedagogy is also part of the PG final exam where PG students have to prepare the topic and present in front of the examiners. The majority of the medical colleges’ PG students and tutor have to prepare the topic to teach practical class demonstrations and information to MBBS students.[1] After preparation of the topic, they have to give a demonstration of their class presentation in the presence of the other teaching faculties, tutor, and PG students. That is not a complete teaching class, but it gives brief information on the topic. During the practical class, the presenter does not have to teach the complete theory of the topic which is previously taught in the lecture but they have to revise the topic by asking questions and having discussions. So, microteaching is a good discussion session for all PG students and tutors too.[2]
From 2019, MBBS batch, National Medical Commission (NMC) (formerly known as Medical Council of India) implemented a new syllabus and teaching method which is known as competency-based medical education (CBME). That concept was new for everyone including professors, Associate professors, Lecturers, and PG students because they all studied their MBBS in the old pattern. Everyone had to adapt their mind and knowledge from the old syllabus to the CBME pattern. In between Covid-19 interrupted physical teaching to develop the competency in the students due to online teaching. Students did not gain that knowledge and reach to develop their skill, which NMC was hoping from CBME implementation.[3]
In the old pattern syllabus, the same PowerPoint presentations were used every year to teach the lecture, microteaching, and practical demonstration, but after CBME implementation, the majority of the things have changed. New types of teaching were introduced in the form of small group discussion, self-directed learning, problem-based teaching, AETCOM, and many more whose concepts were not available in the old pattern syllabus.[2,4] To instruct the PG students during microteaching to prepare for the practical class, faculties also attend the various training. Preparing for microteaching was tough for PG students as well as for guides due to lots of modifications in the topics from the past. Several topics got more weightage, while many topics merged into few chapters. Due to Covid-19 as well as CBME patterns, the syllabus had to be compressed in less time. PG students prepared the topic for microteaching, but they were not able to teach the whole topic to students during the practical class due to time shortage.[5,6]
Microteaching is important for MBBS students as well as for PG students. MBBS student learns the subject and PG student get a revision of the topic. Single topic was repeated once in microteaching and 3–4 times in practical class which was helpful for them to make mastery in the topic. As nutshell, microteaching in the CBME batch is quite tough and hectic for the PG students, but they revised the topic many times which clears their concept of the specific topics too.
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REFERENCES
1. Mankar MJ, Pimparkar M, Dubhashi S. Snap-shot of microteaching as a teaching–learning method among health professionals in university of health sciences, Navi Mumbai. Med J DY Patil Vidyapeeth 2023;16:61–5.
2. Deshpande SR, Shastri S. A cross-sectional study to evaluate teaching skills of postgraduate medical students using component skill approach in microteaching. J Educ Health Promot 2020;9:362.
3. Das NK, Gandham NR, Angad KM, Misra R. “Competency based Curriculum…Bed of Procrustes…Deck Chairs on the Titanic”. A phase II subject perspective. Med J DY Patil Vidyapeeth 2022;15:448–9.
4. Jacob KS. Medical council of India's new competency-based curriculum for medical graduates:A critical appraisal. Indian J Psychol Med 2019;41:203–9.
5. Mukhida S, Kannuri S, Bhaumik S, Das NK, Patil R. Conducting practical examination for second professional first competency-based medical education batch:An experience of a resident. Bharati Vidhyapeeth Med J 2022;2:3–4.
6. Mukhida SS, Datta A. Involvement of the tutor in competency-based teacher education in medical college:How much need it?J Family Med Prim Care 2023;12:3011–2. doi:10.4103/jfmpc.jfmpc_1005_23.
