Effect of Buzz Group Method for Teaching Anatomy to Medical Undergraduates in A Small Group
Authors/Creators
- 1. International Journal of Medical Science and Advanced Clinical Research (IJMACR)
Description
Abstract
Background: Traditional lecture-based methods in anatomy often result in passive learning and limited student engagement. Active learning strategies like the Buzz Group Method may enhance student participation, understanding, and retention of anatomical concepts.
Objectives: To assess the impact of the Buzz Group Method on students’ academic performance and to gather faculty perceptions regarding its feasibility and effectiveness in anatomy teaching.
Methods: An interventional study was conducted in the Department of Anatomy, Jawaharlal Nehru Medical College, AMU, Aligarh, involving 85 first-year MBBS students. A pre-test/post-test design was used. Students were given a structured MCQ-based pre-test on the mandible, followed by a teaching session using the Buzz Group Method. A post-test with the same questions was conducted to measure learning gain. Faculty feedback was also collected using a structured questionnaire. Data were analyzed using descriptive statistics and paired t-test, with p < 0.05 considered statistically significant.
Results: A significant improvement was observed in post-test scores compared to pre-test scores for several questions, particularly those related to nerve supply and muscle attachment (p < 0.05). Faculty feedback indicated strong agreement that the method enhanced student interest (72%), participation (76%), and understanding (72%).
Conclusion: The Buzz Group Method was found to be an effective small-group teaching strategy for anatomy, promoting active participation and better understanding among students. Faculty feedback also supported its feasibility.
Files
RAJLAKSHMI.pdf
Additional details
Software
- Repository URL
- https://www.ijmacr.com/issue/archive_issue/69
References
- 1. Durgawale P, Kakade S, Kumbhar S, Modi A, Gupta S. Effectiveness of Buzz Group as a Teaching Method in Medical Education. Indian J Public Health Res Dev. 2020;11(4):1–7. 2. Kumbhar UT, Durgawale P, Kakade SV. Comparative Study of Buzz Group Teaching with Conventional Method of Teaching in Medical Education. J Crit Rev. 2020;7(12):758–764. 3. Gangwar V, Ramakant P, Venkatesh V, Singh SV, Singh A. Effectiveness of Buzz Session Teaching and Perception among Medical Students: An Academic Interventional Study. Adv Physiol Educ. 2024;48(1):1–7. 4. Gilkar SA, Jaan I, Arawa S, Nyiem M, Bashir M. Buzz Session as an Active Learning Method in Medical Undergraduate Physiology Teaching—An Institutional-Based Study. Med Sci Educ. 2023;33:1215–1220. 5. Novitasari NF, Wardhani DTM. Buzz Group in ESP Class to Improve Students' Speaking Skills. PIONEER J Lang Lit. 2018;10(2):1–10. 6. Ilyas M. Using Buzz Group Technique. ELTICS J Engl Lang Teach Learn Cult. 2015;2(1):22–30. 7. Muntaha. The Effectiveness of Buzz Group to Teach Listening Viewed From Students' Self-Esteem..[Thesis] Muhammadiyah University of Surakarta; 2012. 8. Milaningrum E, Mulyanto S. The Effectiveness of Buzz Groups Method to Teach Reading Comprehension Viewed From Students' Learning Motivation. J Soc Humanit. 2016;2(2):1–10. 9. Davis CR, Bates A, Ellis H, Roberts AM. Human Anatomy: Let the Students Tell Us How to Teach. Anat Sci Educ. 2014;7(4):262–272. 10. Dawson A, Bruce SM, Heys S, Stewart I. Student Views on the Introduction of Anatomy Teaching Packages into Clinical Attachments. Clin Anat. 2009;22(3):267–272. 11. Verma A, Pasricha N, Chaudhary A, Bhatnagar R, Sthapak E, Gaharwar A. Interactive Quiz-Based Anatomy Teaching for Medical Undergraduate Students. Cureus. 2024;16:52353. 12. Morris S, Osborne M, Bowyer D. Head and Neck Anatomy: Effect of Focussed Near-Peer Teaching on Anatomical Confidence in Undergraduate Medical Students. J Surg Educ. 2018;75(6):1486-1490. 13. Ghosh SK. Significance of interactive sessions in teaching anatomy. Anat Sci Educ. 2013;6(2):110-113. 14. Rokade SA, Shinde R. Anatomy curriculum: perception of Indian Undergraduate Medical Students. South East Asian J Med Educ. 2020;13(2):62-67.