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MILA In Teaching Oral Pathology
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DR. NALLASWAMY, DR.M. SUBHA, DR. PRATIBHARAMANI, DR. HERALDSHERLIN, DR. GHEENA.S, DR. ABILASHA.R, DR. GIFRINA.J, DR.DON. K. R, DR. ARCHANASANTHANAM, DR. MONIKA.K, DR. HANNAH.R
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| Abstract:
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Dental Anatomy and Oral Histology is essentially one of the most basic subjects of dentistry which has got high significance and a lot of applications in the clinical subjects of dentistry. Students have found difficulty in understanding the concepts of oral histology. Oral pathology lesions by themselves are very complicated. Students have difficulty in understanding the break-up of the lesion under the different subheadings and the sequence of either the inter-related pathologies, the different layers in a lesion or the sequential complications. Students have difficulty in understanding the concepts of histopathology and correlate it with the pathognomic terminologies in Oral Pathology. Students are not well versed with the cytological characteristics of dysplastic cells and from the point of view of Oral Pathology, a clear-cut knowledge of cytological features of dysplasia and the cellular features therein is a must. The students might confuse the terminologies and may not ascribe the cellular characteristics to the correct terminology. Due to such short comings in the conventional teaching methodologies in Oral Pathology, the authors have devised various methods to instill interest in the students and improvise the subject by using game based activities.Gamification is not a “new” instructional technique but instead is considered to be a new combination and presentation of classic motivational techniques. It is the application of some game-like characteristics to an activity, like points or competition. It is making an activity a bit more like a game.The various game-based learning methods of pedagogy employed by the faculty of the department of oral pathology included clay modelling, Kahoot, metaphors, Bone box (app), concept mapping, role –play, working models, JIGSAW etc. This combination may provide unique value over other approaches, but this is an unresolved empirical question which requires further analysis. Yet, the benefit to the students through such an approach cannot be denied though and has been proven in practice. The performances of the students have been compared before and after the implementation of these methods and the results have shown immense improvement with a positive feedback from the students regarding the various methods.
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| Keyword:
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Oral Pahology, Teaching, Learning, MILA
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| EOI:
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| DOI:
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https://doi.org/10.31838/ijpr/2020.12.01.346
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