Evaluation of the effectiveness of seminar as an educational tool among the medical post graduate students

Kasi Babu A., Vijaya Babu P. V. S. S., Bhagyalakshmi A., Kumar S. V.


Background: The departments of medical colleges have a greater responsibility in making the study methods of their subject innovative, interesting and participatory for the post graduate students. One such method adopted is organizing seminars for the post graduate students. The post graduate education depends on self-learning. Knowledge acquisition through seminars forms an essential part of their training programme.

Methods: This study assesses the role of seminar as teaching-learning tool by recording the perception of post graduates on seminars through a questionnaire based survey.

Results: The scores for most of the items of a twenty point questionnaire were above three indicating the learning from seminar is satisfactory. Seminar methods of teaching-learning, in contrast to the traditional didactic class room lecture method, is more effective way of  learning, which is relevant to self-development and is also interactive. This method provokes discussions and debates which help post graduate students to voice their opinion and clear their doubts.  

Conclusions: Many of the post graduate students feel that this technique of seminar programme is useful amidst some suggestions to improve quality. Thus the post graduate seminar method is a teaching-learning method that covers the three major domains of teaching i.e., cognitive, affective and psychomotor skills and is thus effective and well -accepted among the post graduate students.



Seminar, Post graduate students, Questionnaire

Full Text:



Movach DH, Vole G, Dross man DA, Lipkin M Jr. Medical interviewing and interpersonal skills teaching in US Medical schools; progress, problem and promise. JAMA. 1993;269(16):2101-5.

Landman AD. Feedback response to graduate student seminars. Biomedical Educ. 1976;4:70-2.

Bahmed F, Anthony David, Sameera MA. Impact of seminars by and for medical students. National J integ res med. 2014;5(2):103-6.

Singh S. Use of wikiversity and role play to increase student engagement during student-led seminars. Adv physiol educ. 2013;37:106-7.

Brunton PA, Morrow LA, Hoad-Reddick G, Mc Cord JF, Wilson NH. Students’ perceptions of seminar and lecture based teaching in restorative dentistry. Eur J dent educ. 2000;4(3):108-11.

Similane BS, Kunene PJ, Mhlongo CS. Attitudes of nursing students towards the seminar method of teaching. Curatoinois.1997;20(1):11-4.

Boud D. Introduction: Making the move to peer learning In:Boud D, Cohen R, Sampson J, Eds . Peer learning in higher Education. London Kogan Page Ltd. 2001;1-17.

Epstein RM, Hundert EM. Defining and assessing professional competence. JAMA. 2002;287:226-35.

Struyven K, Dochy FJ, Anssens S. Students’ perception about evaluation and assessment in higher education; a review. Assess Evaluation Higher Educ .2005;30:325-41.