Evaluation of Knowledge and Attitude among Medical Students towards Mnemonics Learning
Annals of International medical and Dental Research
Many different ways exist to undertake and encourage students to improve their information and understanding of a subject matter. This study was undertaken to measure the impact of student-based mnemonic construction with multiple selection questions (mnemonics) as a stimulant for the training and understanding of topics in biochemistry. Methods: Medical students were selected voluntarily from various medical colleges. They were approached with a pre-validated mnemonic's with prior oriented
... prior oriented mnemonics. Feedback questions were taken from students regarding mnemonics usage. Statistics: Descriptive statistics was used and results were expressed as percentage. Results: 135 students were selected from first year for this study. A set of questionnaires were place and directed to decide on the suitable possibility as per the likert scale. The response were collected and analyzed. 65% of students very much liked learning mnemonics, 54% of students expressed interest to create mnemonics before going to exams. 38% of students expressed that they were terrified with mnemonics. 67% of students felt confident with mnemonics, 57% students opined that future theory teaching should be based contain few interesting mnemonics. 71% of students felt mnemonics helped them in remembering, analysing, evaluating and understanding difficult medical concepts. Conclusion: The fact that the mnemonics didn't test deep learning could suggest that the students did not gain the higher levels of understanding hoped for, but this is often a difficult conclusion to make particularly because it isn't a realistic expectation for students to provide mnemonics testing higher order cognitive skills at their first try.