STUDENTS’ OPINION ABOUT USEFULNESS OF INTERACTIVE LECTURES IN CONVENTIONAL AND HYBRID CURRICULUM
DOI:
https://doi.org/10.69656/pjp.v9i1.316Keywords:
Learning method, Interactive lecture, Conventional medical curriculum, Hybrid curriculum, Problem Based Learning, PBLAbstract
Background: Lecture is considered to be an imperative teaching methodology used for large group of students. An interactive lecture (IL) is one that maintains interest of students during lecture period by means of question and answers. The objective of this study was to compare usefulness of IL in subject of Physiology by comparison of students’ perception in a conventional medical curriculum (CMC) with hybrid medical curriculum (HMC). Methods: It was a cross-sectional survey carried out from January 2010 to January 2011. Students’ perception on usefulness of IL of Physiology was evaluated through a questionnaire filled by first year MBBS students from two medical colleges. The colleges were labelled as Group I with conventional medical curriculum (CMC) and Group II hybrid medical curriculum (HMC) that is conventional lecturing with problem based learning. Differences in responses obtained from students were interpreted by Chi-square test, and results were considered significant at p<0.05. Results: The comparison of perception in both medical colleges indicated better understanding of subject content with the help of IL by CMC as compared to HMC (p<0.0072). IL helped students of CMC to interact with each other, gain confidence, apply knowledge in clinical medicine and perform better in examinations compared to HMC students (p<0.001). Conclusion: Lectures continue to be an important teaching tool in medical colleges with conventional teaching. In hybrid system of education their importance is debatable in terms of active and self-directed learning.
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