-+

TEACHERS
PERSPECTIVE ON THE
MODULAR SYSTEM OF
EDUCATION
A STUDY ON GOVERNMENT MEDICAL
COLLEGE TEACHERS AND THEIR VIEWS ON
EDUCATIONAL SYSTEMS

SUPERVISOR
DR.KIRAN MEHTAB

Jinnah Sindh Medical University,

KARACHI

Sindh Medical College (JSMU)

4th Year M.B.B.S.
GROUP C-2
Researchers:

RAFAY AHMED (GR)

RAMSHA UROOJ BAIG
RABIA ZEHRA
SIDDIQA PARACHA
AMNA KHWAJA
AFREEN NAZ
MEHREEN SHAHID
ATIF BILAL
TOOBA MUGHAL
HAFSA HUMAYUN

RAKHSHANDA NAJAM
AYESHA AKHTAR
SANYAH ANAT
HASSAN MASOOD

ABSTRACT
OBJECTIVES: To assess the level of satisfaction and compare their
preference among the modular and annular system of medical
education.
METHOD: A Cross-sectional study was conducted on a sample of
122 teachers from 3 government medical colleges where modular
system has been implemented. Of these, 65 were male and 57
were female. The sample was taken through Non-Probability
Purposive sampling from the 3 medical colleges. An informed
verbal consent was taken from the candidates. The data was
collected using a structured questionnaire which was analyzed
using SPSS v21.
RESULTS: 72.6% of teachers said that modular system is more
stressful compared to 27.04% who disagreed. 51.6% said that the
stress affected their teaching and 48.4% said otherwise.. 64.8%
teachers chose annual system as their preferred system of
education while 35.2% opted for the modular system. 64.8%
teachers said that their institute should revert back to annual
system of teaching while 35.2% disagreed.
CONCLUSION: We have concluded that the teachers of
government medical colleges where module system has been
implemented would like their institutions to revert back to the
annual system of teaching, declaring the latter as their
preferred system. They believed that the modular system was
more stressful which affects their teaching.
KEYWORDS: Modular system, teachers perspective, medical
education

INTRODUCTION:
The transition of the medical curriculum from a classical didactic
and discipline-based approach to integrated PBL has been
adopted by many institutions around the globe and it is in
process of implementation in Pakistan as well

Modular system allows students to concentrate on only one

course for an entire term. The modular system enhances learning
by providing students with intensive and focused time on each
2

topic . It involves Problem-based learning (PBL) which is a

student-centered pedagogy in which students learn about a
subject through the experience of problem solving. Students
3

learn both thinking strategies and domain knowledge .Problembased learning (PBL), an instructional method of hands-on active
learning, is centered on the investigation and resolution of
4

simulated real-world problems .Also this new system offers a

better learning experience as PBL students were significantly
5

more successful in the knowledge test according to a research

spending a lot of academic time on developing new material for
integrated self-directed learning was the worst part, the
transition period with double teaching (which stretched our
6

resources to the limits) was even worse .Centers that have

adopted a PBL approach have found improved student motivation
and enjoyment, but there has been no convincing evidence of
7

improved learning. According to an article, PBL appears to

devalue academic expertise. Students will not achieve the gold
highest ratings in the areas of student interest, clinical

preparation, and medical reasoning and its lowest ratings in the

teaching of factual knowledge in the basic sciences and efficiency
of learning.

The annular system in contrast was more of a didactic method of

teaching A didactic is a teaching method that follows a consistent
scientific approach or educational style to engage the students
9

mind
It is often suggested that the traditional didactic lecture
is more passive in nature and less effective as a teaching tool.
However, a well-organized lecture remains one of the most
effective ways to integrate and present information from multiple
10

sources on complex topics The conventional old teaching system

gives the instructor the chance to expose students to
unpublished or not readily available material and to allows the
instructor to precisely determine the aims, content, organization,
pace and direction of a presentation

11

According to a study comparing the outcome of the conventional

curricula and the problem based curricula it was noted that
Students in the PBLC produced extensive elaborations using
relevant biomedical information, which was relatively absent from
the CC students' explanations. However, these elaborations were
accompanied by a tendency to generate errors. These results
have important implications regarding the strengths and
weaknesses of the two types of curricula

12

Our study aims to identify the perception of our teachers towards

the transition from the conventional curricula to the new problem
based, integrated modular learning, as Faculty perceptions of the
educational environment will have a strong bearing on the
learning environment of the students

13

There are several difficulties in implementing an integrated

approach. However, not integrating is detrimental to statistics
and research methods teaching, which is of particular concern in
the age of evidence-based medicine

14

so here we are trying to

find out whether the teaching staff is comfortable with the new
ways of teaching?

15

METHOD:
A Cross-sectional study was conducted on a sample of 122
teachers from 3 government medical colleges (DMC, SMC and
DIMC). Of these, 65 were male and 57 were female. From DMC 52,
SMC 43 and DIMC 27 teachers participated in filling the
questionnaire. The sample was taken through Non-Probability
Purposive sampling from the 3 medical colleges. The study was
carried out within a period of 8 months from February to October
2014. An informed verbal consent was taken from the candidates.
Pilot study was conducted to assess the authenticity of the
questionnaire. A structured questionnaire was then distributed,
got filled, data was entered and analyzed using SPSS version 21,
with 95% confidence interval and 0.05 p-value.

RESULTS:
A total of 122 teachers from 3 government medical colleges
(DMC, SMC and DIMC) were asked to fill the questionnaire. From
the total teachers 54.7% believed that modular system focused
more on theoretical learning while 42.6% said that it focused on
practical learning. 72.6% of teachers said that modular system is
more stressful compared to 27.04% who disagreed. 51.6% said
that the stress affected their teaching and 48.4% said otherwise.
91% teachers said that there was a need that teachers should be
trained on how to teach according to the modular system while
9% said there was no need for training the teachers. 62.3%
teachers said that the modular system did not allocate enough
time to each subject as allotted by PMDC while 37.7% disagreed.

69.3% teachers said that the annual system gives sufficient time
to each subject per PMDC guidelines while 30.7% disagreed.
64.8% teachers said that their institute should revert back to
annual system of teaching while 35.2% disagreed. 64.8% teachers
chose annual system as their preferred system of education
while 35.2% opted for the modular system.

TABLE

S.N
o

Question

Yes%

No%

p-value

Mean

CI 95%

N=1

Does the
Modular
System stress
on Practical
learning or
Theoretical
learning from
books?

Theoretic
al

Clinical

0.027

1.574

1.48-1.66

122

Which system
is more
stressful?

Modular

Annual

0.004

1.27

1.19-1.35

122

72.96

27.04

Does stress
affect your
teaching?

51.6

48.4

0.007

1.484

1.39-1.57

122

Do you feel
that there is a
need for
Training
Teachers
According To
Modular
System?

91

0.0038

1.09

1.04-1.14

122

Does The
Modular
System
Allocate The
Necessary Time
To Each
Subject?

37.7

62.3

0.011

1.623

1.54-1.71

122

Does The
Annual System
Allocate The
Necessary Time
To Each
Subject?

69.7

30.3

0.050

1.303

1.22-1.39

122

What Is Your
Preferred
System Of
Education?

Modular

Annual

0.043

1.648

1.56-1.73

122

42.6

57.4

64.8

Should Your
Institute Revert
Back To Annual
System Of
Teaching?

64.8

35.2

0.043

1.35

1.27-1.44

p-value < 0.005 significant and p-value < 0.0005

highly significant

FIGURES:
DEMOGRAPHICS:
Graphs showing demographics from a sample of 122 teachers.
Gender distribution Fig 1. and teachers in each Institute that
participated in the research Fig 2.

Fig 1.

122

Fig 2.

GRAPHS:
Q1. Does the Modular System stress on Practical learning or
Theoretical learning from books?

Q2. Which system is more stressful?

Q3. Does stress affect your teaching?

Q4. Do you feel that there is a need for Training Teachers

According To Modular System?

Q5. Does The Modular System Allocate The Necessary Time To

Each Subject?

Q6. Does The Annual System Allocate The Necessary Time To Each
Subject?

Q7. What Is Your Preferred System Of Education?

Q8. Should Your Institute Revert Back To Annual System Of

Teaching?

DISCUSSION:
Practical learning is basically the clinical skills a doctor has, and
his approach to treat the same disease in different patients.
Practical learning sharpens ones capability and capacity to
perform the skills while the theoretical knowledge is only the
bookish knowledge which a student learned during his 5 year
course of MBBS , it doesnt involve any interaction with the
patients nor any practical skills. Practical learning holds quite a
lot of importance as a doctor who actually deals with the patients
and their lives does he has to be perfect in his clinical skills not
just aiming to take high grades during his MBBS course. As per
students point of view this comparison between theoretical
knowledge and practical skills is very important as he is the one
who has to pursue what he has been taught in his carrier
afterwards. The students study a lot of modules throughout the
course which aim to develop their knowledge, understanding and
practical skills in quantitative and qualitative manner. Problembased learning (PBL), which incorporates principles of adult
learning, is an important innovation in medical education. The use
of PBL in health professional curricula is becoming more
widespread. The curriculum design and the ways of implementing
16
PBL are different among schools .
Upon the data analysis 57.4% of the teachers have this view that
modular system just focuses on the bookish knowledge and is not
giving emphasis on students practical skills .On the other hand
42.6% of the teachers think that modular system is successful in
sharpening the practical skills of the students along with their
theoretical knowledge .
According to the data in the table, 51.6% teachers agreed that
17
stress affects their teaching. This stress is due to the short
period of time they get to cover a lengthy topic. They have to
make sure that they cover all the main points regarding that topic
and that every student understands it well. Most of the time this
becomes difficult for them to manage, especially in the modular
system because there are a lot of subjects and lengthy topics to
cover in a short period of time. As a result, students have to cram
in a lot of things or refer to short books which do not clarify most
of the concepts. This way, neither the teachers nor the students
are satisfied. The imperative role of teachers as guide, mentor,
reporter and program director in changing students attitude by
developing, activating, implementing, testing, and refining their
ideas as well as making instructional decisions for educational

17

policies cannot be overlooked. The perception of faculty

therefore has to be evaluated in terms of program deficiencies,
students performance, personal learning and obstacles faced
18
during the implementation of integrated learning strategies.
For our research we went to different teaching faculties of SMC,
DMC and DIMC. Our research is done to know about the
difficulties teachers have face regarding the newly introduced
system of education in our government medical universities i.e.,
modular system which is being followed since 2009.One of the
several problems teachers had to face was their inability to
understand and teach the modular system as all the faculty
members who participated in our research had learnt under the
annual system and have taught annual system till 2009 when
modular system was introduced so they had better understanding
of annual system. Since the introduction of modular system the
teaching faculty was not satisfied with this system because its
introduction and implication was sudden and they were not
trained for modular system prior to its implication. In other parts
of world effective teachers training programs are done to keep
the teachers up to date and understand the modular system
19

completely. Still now there is no facility available to train these

faculty members that is why the teaching faculty is not satisfied
with modular system which is reflected in our results as 91%
teachers were not in favor of teaching modular system without
being trained on how t teach according to the new curriculum.
Since the teachers are not trained according to this system they
are unable to deliver their knowledge to students properly.
Each subject holds its equal importance in medical study and all
are interlinked to one another, so necessary time should be
20
allocated to each subject .This point is really important as its a
natural practice to allot specific time to each subject being taught
in the education systems all over the world, and even not in just
medical teaching, rather all walks of teaching. Likewise, the
European system of education has also built up a chart for the
recommended time period for every subject so that the
universities, colleges and schools under it can properly follow
that.21 It is no doubt mandatory for the education systems to
abide by these set rules. Therefore we raised this question in our
research paper, so that we can get to know that whether a
student can hold a solid grip of each subject, whether he/she can
retain the bulk of that knowledge given to him and then link
his/her previously studied knowledge with what he/she will study
in the upcoming years and to finally be able to practice all this
during years of his/her medical profession. 37.7% teachers felt
22
that modular system does allocate each subject necessary time .
While 62.3% teachers disagreed and answered no to the question.

As for students point of view they also feel that modular system
focuses on major subjects and minor subjects are left behind. The
time allotted by PMDC to each subject is not sufficient in modular
system to cover the course outline.
In order to know does the annual system allocate the necessary
time to each subject, we access and evaluate the time
distribution given to each subject individually in the 5 year course
of MBBS, from a teachers aspect, compare the efficacy of annual
system in imparting enough knowledge in the designated time
period to each subject being taught. Apart from the teachers
point of view, a student also personally feels that the time
allotted in annual system for each subject is enough for each
subject and the student can easily reproduce of what he has been
taught. Upon the data analysis, (referred to table 1), 69.7 %
teachers think that yes the time given in annual system is
sufficient for the student to understand each subject to its depth.
While 30.3 % teachers feel that no, the time given in annual
system for each subject is not enough for grasping the taught
knowledge wholly, rather all subjects are taught in a hurry and a
student cannot actually succeed in understanding all subjects in
23
the due period of time.
The purpose of our study was to evaluate which system of
medical education is preferred by the teaching staff of medical
universities which have implemented both modular and annual
system of education in the past, based on their own
teaching experiences. Institutions that follow modular system,
implement a teaching methodology in which clinical and
more practical subjects are started from the initial years. This
methodology aims at introducing practical approach from
the beginning to improve the understanding of clinical knowledge
and concepts. But this is done at the behest of further increase in
study load, while the traditional burdens associated with
notorious medical education system are still there. The situation
is further exacerbated due to inappropriate integration of the
24
subjects and lack of management and planning. Hence, taking
into account the stress of teaching, the time factor, and the
training required to perform well under a newer system
of education, our questionnaire included the option to revert back
to the previous method of teaching. 64.8% of the teachers who
filled the questionnaires opted to revert back to the annual
system, while 35.2% wished to continue with the current modular
25
system.
In order to implement and practice an effective system of
education in medical schools amongst modular and annual
systems, teachers' perspective is the key. Teachers with their
knowledge and plenty of experience in teaching, in both the

systems of education, are well aware of benefits and drawbacks

of these systems. Knowing teachers' preferred system of
education is significant because it is their job to impart
knowledge, to cover the whole syllabus in designated period of
time and since both these systems follow a completely different
method of teaching. And its teacher's responsibility to make
students accomplished and capable of practicing the knowledge
in the field. In our research on data analysis we observed that
35.2% of teachers preferred system of teaching is modular while
26
the rest i.e., 64.8% favored annual system .
Adopting a modular approach can disrupt the provision of a
coherent and developmental course. In modular system, courses
examined in stages, with the ability to take exams an unlimited
number of times is unfair to those who have to take a annual
exam and work hard to achieve a good result the first time, as
they havent had the same opportunity to simply re-sit if they are
unhappy with their grade. So the return to a linear structure will
help reduce the dangers of over-assessment of young people,
give more time to teachers for teaching and increase the
opportunities to teach whole subjects in a joined up way rather
than in bite-sized chunks because the deadlines on units can limit
a teachers ability to teach important topics in the way that he or
27
she would choose.
Implementing PBL in schools and Universities is a demanding
process that requires resources, a lot of planning and
28
organization.
Prepare faculty for change, establish a new
curriculum committee and working group designing the new PBL
29
curriculum and defining educational outcomes. Seeking advice
from experts in PBL. Planning, Organizing and Managing Training
PBL facilitators and defining the objectives of a facilitator,
introducing Students to the PBL Program using 3-learning to
support the delivery of the PBL program, changing the
30
assessment to suit the PBL curriculum. Encouraging feedback
from students and teaching staff. Managing learning resources
and facilities that support self-directed learning and continuing
31
evaluation and making changes. Although difficult the changes
could go a long way in improving the quality of medical education
in Pakistan and producing efficient doctors for the country.

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QUESTIONNAIRE:

TEACHERS PERSPECTIVE IN GOVERNMENT MEDICAL COLLEGES

REGARDING ANNUAL AND MODULAR SYSTEMS OF EDUCATION

Name:

Age:

Total Teaching Experience:

Gender:

Institute:

Department:

1. How long have you been teaching in your department?

A: 1 month-1 yr B:

1 yr-5 yrs

C: 5 yrs-10 yrs

D: 10 yrs-20 yrs

E: 20+yrs

2. Is the time provided per topic sufficient to cover everything related to the topic?
A: Yes

B No:

C: Sometimes

3. Are the learning objectives of your subject are efficiently covered in the modular
system?
A: Yes

B No:

C: Sometimes

4. Has your institution been successful at implementing the modular system?

A: Yes

B: No

5. Which system is better in assessing the students knowledge?

A: Modular system

B: Annual system

6. Do you find subject-wise teaching better compared to module wise?

A: Yes

B: No

7. Do you have teacher training programs in your institute?

A: Yes

B: No

8. How many times is the teacher training program conducted in your institution?
A: Once

B: Twice

C: More

9. Have you been trained in any way by your institute to teach according to the modular
system?
A: Yes

B: No

10. Do you feel there is a need that teachers should to be trained to teach according to
the modular system?
A: Yes

B: No

11. Is the students feedback taken in your institute?

A: Yes

B: No

12. Is there any Quality Enhancement Cell in your institute?

A: Yes

B: No

13. Do you approve of teachers evaluation by student?

A: Yes

B: No

14. Do you approve of the questionnaire for teacher assessment constructed by QEC?
A: Yes

B: No

15. What should be the cutoff point in terms of % for a good teacher?
A: 50%

B: 60%

C: 70%

D: 80%

E: More than 80%

16. Does the modular system stress importance on practical/clinical learning or

theoretical learning from books and lectures?
A: Practical/clinical

B: Theoretical

17. Which method is better for producing well trained doctors?

A: Practical/clinical

B: Theoretical

18. Which systems cause students to cram learn?

A: Modular system

B: Annual system

19. Which system causes positive effect on learning?

A: Modular system

B: Annual system

20. Which system causes students clinical skills to get sharper?

A: Modular system

B: Annual system

21. Which system promotes concept-based learning?

A: Modular system

B: Annual system

22. Do you know PMDC has allotted learning hours for each subject?
A: Yes

B: No

23. Does the modular system allocate the necessary time to each subject?
A: Yes

B: No

24. Does the annual system gives enough time to each subject as allocated by PMDC?
A: Yes

B: No

25. Which system is more stressful?

A: Modular system

B: Annual system

26. Does the stress affect your teaching?

A: Yes

B: No

27. Do you have to prepare your own lectures or are they prepared by the institution?
A: Own

B: Institute

28. Do you think time management is sufficient for imparting knowledge in the
lectures?
A: Yes

B: No

29. How will you rate the annual system overall?

A: Poor

B: Average

C: Good

30. How will you rate the modular system overall?

D: Excellent

A: Poor

B: Average

C: Good

D: Excellent

31. Should your institution revert back to annual system of teaching?

A: Yes

B: No

32. What is your preferred system of education?

A: Modular system

B: Annual system

RECOMMENDATION LETTER:
We, the students of group C2 4th year M.B.B.S., Sindh
Medical College, Jinnah Sindh Medical University (JSMU),

declare that the study and literature of our research is

not copied from any previous research of any student,
or from any other source. It has been conducted and
compiled by our group C2.
S.N
o

NAME

ROLL NO

RAFAY AHMED (GR)

10-02-019

RAMSHA UROOJ BAIG

10-02-012

RABIA ZEHRA

10-02-269

SIDDIQA PARACHA

10-02-350

AMNA KHWAJA

10-02-175

MEHREEN SHAHID

10-02-362

AFREEN NAZ

10-02-111

ATIF BILAL

10-02-276

TOOBA MUGHAL

10-02-037

10

HAFSA HUMAYUN

10-02-133

11

RAKHSHANDA NAJAM

10-02-075

12

AYESHA AKHTAR

10-02-101

13

SANYAH ANAT

10-02-120

14

HASSAN MASOOD

10-02-107

GANTTS CHART

SIGNATURE

From MARCH to OCTOBER 2014

Task
Research
Proposal
Literature
Review
Questionn
aire
Constructi
on
Data
Collection
Data
Analysis
Research
Writing
and
Submissio
n

March

April

May

June

July

Augus
t

Septem
ber

Octobe
r