9, p = 0.004, ANOVA). There was also a very strong trend for improvement in the overall effectiveness of teaching (p = 0.058, Kruskall Wallis test). Figure 6 Box plot of the mean of ratings of the attributes of the questionnaire. Sixteen Al-Ain and 14 Auckland students offered open-ended comments (60%). All comments were supportive of use of the interactive lecture approach, practical examples, enthusiasm and clarity of the instructor. Typical comments are presented in Table 3 from which slight differences in length and fluency

of comments are discernible. Table 3 What did you like best about this tutor’s teaching? Typical student comments Comments Al-Ain students Comments Auckland students The kind of lecturing which depends on student discussion and questioning which can hold the attention of the students ACY-1215 research buy for maximal time It was interesting. The tutor

was enthusiastic and that made me enthusiastic. He had a good approach because rather than lecturing to us he got us to participate. I liked the way he choose particular students to answer questions as some students are quieter and would like to answer questions but often do not come forward quickly – he made it so these students got the opportunity to come forward Introduction, slide presentation; group discussion and brain storming; starting from how much we understood and then adding to it Nice slides; enjoyed the introduction “”Ice-breaking”", clear illustrations; Smoothened Agonist nmr explanations of all facts presented Portrayed his immense knowledge really well; very interesting and his enthusiasm is infective Way of discussion; asking students questions, using real and good cases His topic; the way he asked questions to individuals and was open to questions. Relaxed environment; talked with us, not at us Giving practical and real examples Good use of slides and photos relevant to real world. Explanations clear; opportunity for questions good;

interesting material presented in a clear manner. Use of real life slide; encouraging us to participate and understand the material SPTLC1 by asking and answering questions; not only lecturing Variety of examples given was great; incorporation of theory into slide presentations; management scheme given, not just advice on parts of management Beautiful examples matching with reality Good use of practical examples – how trauma occurred, what that means and what to do Discussion Competition on the curriculum space, the need for student-centered learning, and a direction towards more medical care in the community, have reduced the time for teaching undergraduate surgery. Obligatory surgical rotations of the undergraduate curriculum have declined by almost 30% in the United States [9]. We have realized over time the need to promote selleck problem-oriented, [10] patient-centered [11], and student-centered [12] approaches in surgical education of medical students.