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Encouraging assessment and collection of feedback in interactive teaching sessions: A medical teacher's perspective
Saurabh RamBihariLal Shrivastava1, Prateek Saurabh Shrivastava2
1 Member of the Medical Education Unit and Institute Research Council, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth - Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth - Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India
Correspondence Address:
Saurabh RamBihariLal Shrivastava,
Department of Community Medicine, Shri Sathya Sai Medical, College and Research Institute, Sri Balaji Vidyapeeth (SBV)-Deemed to be University, Tiruporur - Guduvancherry Main Road, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu - 603108
India
 Source of Support: None, Conflict of Interest: None DOI: 10.4103/mjdrdypu.mjdrdypu_271_19
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The best way to deliver effective medical education in large or small group teaching sessions is by ensuring that the sessions are interactive and interesting for the students so that they actively participate in the sessions. However, it is important to acknowledge that a teacher has to do a proper preinstructional planning for this to happen. A teacher has to specify the specific learning objectives of their session and convey the students what they expect students to take away from the session. At the same time, the teacher has to carefully decide on the method of assessment during the interactive session, as the selected method should drive learning, easy to administer, and should not extend the overall duration of the session. The assessment method can target any of the domains of learning depending on the nature of the topic and should aim to test different levels of learning in each domain. In conclusion, assessment and feedback play an instrumental role in the entire process of teaching–learning. Thus, it has to be encouraged as it offers a wide spectrum of benefits to the students as well as the teachers.
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