Manika Agarwal¹, Sharat Agarwal²*, Ritisha Basu³ and Mou Choudhary⁴

¹Professor, Obstetrics and Gynaecology, Northeastern Indira Gandhi Regional Institute of Health and Medical Sciences (NEIGRIHMS), Shillong, India
²Professor, Orthopaedics and Trauma, Northeastern Indira Gandhi Regional Institute of Health and Medical Sciences (NEIGRIHMS), Shillong, India
³Senior Resident, Obstetrics and Gynaecology, Northeastern Indira Gandhi Regional Institute of Health and Medical Sciences (NEIGRIHMSS), Shillong, India
⁴MBBS Student, Northeastern Indira Gandhi Regional Institute of Health and Medical sciences (NEIGRIHMSS), Shillong, India

*Corresponding Author: Sharat Agarwal; Professor, Orthopaedics and Trauma, Northeastern Indira Gandhi Regional Institute of Health and Medical Sciences (NEIGRIHMS), Shillong, India.

Received: July 03, 2023; Published: August 30, 2023

Abstract

Background: Socrates method relies on getting the answers from the students rather than telling them the answers directly. This method of teaching needs to be encouraged in Asian context where teaching is dominated by a teacher centric method where concepts such as flexibility, problem solving, critical thinking and independent learning are less recognized.

Method: Final year MBBS students of NEIGRIHMS were given a case scenario on a topic of obstetrics 5 days before scheduled lecture. Following Socrates method of teaching, on the designated day of lecture, students were randomly asked questions and mistakes in understanding were identified and solved by the teacher. After the lecture, students were given a questionnaire to analyse their understanding on the subject and their satisfaction regarding the new method of teaching. Overall, students preferred Socrates method of teaching as it was interactive and engaging.

Conclusion: Our study appraises Socrates method of teaching as it enhances insight and understanding of a student. Critical analysis of given information is necessary to prime the foundation of a future clinician which is encouraged by this form of teaching. Also, publicly speaking on the questions asked can help a student to overcome fear of public oration.

Socrates method of teaching must be encouraged in medical education especially in Asian context where didactic lectures still form a major method of teaching.

 Keywords: Medical Education; Critical Analysis; Socrates Method; Teaching Method; Learning Satisfaction

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Citation

Citation: Sharat Agarwal., et al. “Evaluation of Socrates Method of Teaching in Medical Education- A case Study Exemplifying Implementation Amongst Medical Students at Tertiary Care Teaching Institute in the Northeastern Region of India”.Acta Scientific Medical Sciences 7.9 (2023): 178-182.

Copyright

Copyright: © 2023 Sharat Agarwal., et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.