scholarly journals Perspectives of Medical Students & Teachers Regarding the Use of Different Lecture Methods

2018 ◽  
Vol 4 (3) ◽  
pp. 57-60
Author(s):  
PRITISH KRISHNA RAUT ◽  
Sachin Gupta
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Traditional Method ◽  
Classroom Teaching ◽  
Self Evaluation ◽  
Medical College ◽  
Lecture Method ◽  
Power Point Presentation ◽  
Power Point ◽  
Teaching Learning

Background: Teaching methods used for lectures are mostly teacher-centered and not learner-centered. The method used for lectures is mainly determined by the teacher as per his/her convenience. The students are never asked about the lecture method which helps them in better learning. This can lead to poor understanding by students which in turn may hamper the learning process. Objectives: To find out the perspectives of students & teachers about the use of different lecture methods. Methodology: Views & opinions of 488 medical students & 47 medical teachers of a medical college about different types of teaching methods namely Traditional (chalk and board), over head projector and power point presentation were collected in an observational study with the help of separate questionnaires. Results: Most of the students (51.6%) prefer traditional method for the lectures, 54.9% have better understanding with traditional method (p<0.05), 61.5% students feel that they can concentrate more with traditional method (p<0.05) while 58% students feel that it is easy to note down important points with the help of Power point presentation (p<0.05). Large proportion of teachers (78.7%) prefer Power point presentation for classroom teaching, 76.6% teachers are willing to change to other method of classroom teaching if required, 80.5% teachers would like to have their performance monitored for self evaluation & self improvement. Overhead projector is neither preferred by students nor teacher as a teaching tool. Conclusion: A combination of traditional and power point presentation is preferred by the students for a better teaching-learning process.Keywords: Lecture, Chalk and talk, Powerpoint

scholarly journals Attitude of medical students towards the use of audio visual aids during didactic lectures in Pharmacology in Gandhi Medical College, Bhopal, India

2019 ◽  
Vol 8 (7) ◽  
pp. 1640
Author(s):  
Faizan Chitapure ◽  
Mukesh Hindoliya
Keyword(s):  
Medical Students ◽  
Observational Study ◽  
Teaching Methods ◽  
Teaching Method ◽  
Visual Aids ◽  
Medical College ◽  
Power Point ◽  
Gandhi Medical College ◽  
Teaching Learning

Background: Students favthisteaching methods employing combination of audio visual aids and blackboard teaching over didactic lectures not using these aids. Different methods of lecture are-blackboard teaching, power point presentations (PPT) and mix of aids. This study was primarily done to know the students’ attitude and preferences regarding the lectures using PowerPoint (PPT) presentations and the traditional ‘black-board teaching’ method with an aim to improve the quality of didactic lectures in pharmacology by their appropriate use in further teaching – learning process, with an aim to improve their use in didactic lectures.Methods: A questionnaire-based observational study (annexure-1) observational study was conducted among all the medical students of 4th semester MBBS attending theory classes in the department of Pharmacology in Gandhi Medical College, Bhopal.Results: In this study, as a whole Majority 68 % (42 students) of students preferred mix of aids as teaching method over blackboard and power point. Sixty two students participated in the study out of which 58% (36) were male and students 42% (26) were female. Students told that the lectures using mix of aids were well organized and the lecture contents were well informative. As far as matter of suggestions is concerned 46 (74.2 %) students gave suggestions to improve teaching methods. As compared to blackboard the lectures taken on PowerPoint were clearly visible and well audible to all the students of the classroom..Conclusions: This study demonstrates that lectures delivered by using a mixture of audio visual aids are more appreciated by the students over blackboard teaching and power-point teaching individually. For further improving their lectures, if possible teachers should plan to implement feasible student suggestions by using a combination of audio visual aids.

scholarly journals Is Audio Visual Method Better than Traditional for Medical Students? - A Better Survey Report

2013 ◽  
Vol 21 (2) ◽  
pp. 60-64 ◽  
Author(s):  
Rukhsana Parvin ◽  
Md Nazmul Haque ◽  
Naser Ahmed ◽  
Reza Ahmad ◽  
Md Imran Ali ◽  
...  
Keyword(s):  
Teaching Methods ◽  
Formal Training ◽  
Delivery Methods ◽  
Medical College ◽  
Teaching Aids ◽  
Survey Report ◽  
Power Point Presentation ◽  
Power Point ◽  
Better Than ◽  
Medical Colleges

Objectives: Different teaching aids are advocated in the medical colleges for delivery of lectures such as power point presentation, blackboard, transparency sheet, overhead projectors, extempore and lecture sheets .The aim of our study was to compare the more acceptable teaching methods between the students of Dhaka Medical College and Enam Medical College. Materials and Methods: Total one hundred students were selected from fourth year in each medical college. They were asked to fill in a fourteen item questionnaire about their perception of five lecture delivery methods. Questionnaire was properly explained. The results were analyzed separately to find out any differences between preferences of teaching methods in both medical colleges. Results: In DMC 50% students preferred traditional blackboard method ,25% PowerPoint presentations, 5% both blackboard and PowerPoint, 16% extempore and 4% lecture sheet .On the other hand, in EMC, 53% mentioned PowerPoint presentation as most acceptable, 38% blackboard, 5% combined blackboard and PowerPoint and 4% extempore. Some important comments were recorded which could be valuable for the medical teachers. Conclusion: The study showed that students of DMC clearly prefer traditional blackboard method rather than other teaching aids, whereas students of EMC prefer PowerPoint presentation. The study does not bring out any evidence based superiority of any lecture delivery method. It appears that any teaching aid can be appropriate and effective if the teachers are properly trained. This highlights the need for formal training in teaching technologies for good presentation and thus motivate the students. DOI: http://dx.doi.org/10.3329/bjmed.v21i2.13612 Bangladesh J Medicine 2010; 21: 60-64

scholarly journals Development of Training Aids for Teaching-learning of Anatomy Incorporating the Views of Teachers and Students : A Prospective Study

2016 ◽  
Vol 12 (2) ◽  
pp. 50-55
Author(s):  
Md Ahsan Habib ◽  
Anju Manara ◽  
Mahmuda Ayub ◽  
Nasrin Begum ◽  
Sharmin Hossain ◽  
...  
Keyword(s):  
Armed Forces ◽  
Target Population ◽  
Modern Technology ◽  
Positive Role ◽  
Medical College ◽  
Training Aids ◽  
Teachers And Students ◽  
Power Point Presentation ◽  
Power Point ◽  
Teaching Learning

Introduction: Medical educationists in the field of anatomy are in search of alternative to the traditional anatomy education based on topographical structural anatomy. The integration of newer teaching modalities and modern technology is encouraging interest and enhancing retention of anatomical knowledge and its clinical relevance. Objective: This study was designed to build an instructional infrastructure keeping in mind the demand of students as well as teachers and to analyze the effect of developed models on the learning of anatomy of undergraduate students.Materials and Methods: This prospective descriptive study was carried out at the department of anatomy, Armed Forces Medical College (AFMC), Dhaka Cantonment in two stages, during the period of January 2016 to December 2016. In the first stage, infrastructural facilities were developed for intervention in target population. Anatomical models were prepared by copying selected real abdominal viscera and models. During the second stage, the term II students were exposed to the newly developed learning environment and they got assistance from teachers. At the end of the term, students’ views were taken using structured questionnaires. After the term examination opinion of the teachers were taken using separate structured questionnaires. Result of the term final was analyzed. Statistical analysis was made using Microsoft Excel and SPSS 19. Results: As per the opinion of the user around 3/4th perfection level was achieved in preparing model (students’ view 72.17±15.51% and teachers’ opinion 77.56±10.13%; p=0.31). Both students and teachers opined that they got good benefit (mean score 3.82± 0.64 and 4.11±0.33 respectively out of total score 1 to 5) from the use of models prepared at the department and issued to students. Of the studied students 96.9%, 87.5%, 87.5% and 90.6% expressed that figure/pictures, models, animations and movies and Power Point presentation respectively created positive interest among them and on their learning of anatomy. Only 7%, 6.1% and 2.6% students expressed that models, animations and movies and Power Point presentation respectively do not have positive role on their learning process. On the other hand 100% teachers opined that figure/pictures, models, animations and movies and Power Point presentation created positive interest in the students and on their learning of anatomy. Analysis of result of oral and practical part of top 80 students (65% of total) was done. Mean of percentage score of the students in term I and II examinations were 60.92±7.54 and 66.39±6.51 (p=00) and ranges 82.25 to 49.50 and 79.5 to 53.75 respectively. Conclusion: Both the teachers and students advised to make the training aids more available to the students by increasing the number and also emphasized on the improvement of quality. Journal of Armed Forces Medical College Bangladesh Vol.12(2) 2016: 50-55

scholarly journals Students’ views on audio visual aids used during didactic lectures in a medical college

2013 ◽  
Vol 4 (2) ◽  
pp. 36-40
Author(s):  
Ashutosh Kumar ◽  
Ramanuj Singh ◽  
Lalit Mohan ◽  
Mani Kant Kumar
Keyword(s):  
Medical Students ◽  
Visual Aids ◽  
Medical Sciences ◽  
Professional Students ◽  
Medical College ◽  
Audiovisual Aids ◽  
Visual Aid ◽  
Didactic Lecture ◽  
Power Point Presentation ◽  
Power Point

Introduction: Medical teachers have conventionally been using different teaching methods to educate medical students previously dominated by blackboard and slide projectors. Now day’s audiovisual aids such as power point have been used. The optimum use of audiovisual aids is essential forderiving their benefits. This study was done to know the students’ preference regarding the various audiovisual aids, with an aim to improve their use in didactic lectures. Material &Methods: Two hundred and eighty six from first, second and third professional medical students were invited to participate in a questionnaire based study. Two hundred and thirteen (74.4%) students completed the questionnaire and their responses were analyzed. The first part of the questionnaire included demographic and educational details. The second part consisted of 12 statements regarding the preference of audiovisual aids for various aspects of learning. Results: In this study, 90.1% of the respondents (first, second & third professional) were stimulated for further reading if they attended a lecture which was augmented by the use of visual aids. The respondents preferred a combination of audiovisual aids during a didactic lecture. The perception of diagrams, flow charts and note taking was best accepted with a power point presentation by first and second professional students, whereas OHP preferred by third professional students . In understanding a particular topic, a combination of aids scored over the use of a particular visual aid alone. In listening and understanding a particular topic, power point presentation was the most preferred aid, with the blackboard being preferred by third professional students. About 62.4% of the respondents were interested in taking notes during class compare to handouts. Conclusion: Our study demonstrates that lectures delivered by using a combination of audio visual aids are more appreciated by the students. Furthermore, the lecture should be constructed in a fashion so as to enable the students to gather factual information easily and in a concise manner. Teachers should note that the students preferred a combination of visual aids and were interested in taking notes during lectures.  DOI: http://dx.doi.org/10.3126/ajms.v4i2.8031 Asian Journal of Medical Sciences 4(2013) 36-40

scholarly journals LEARNING METHOD PREFERENCES AMONG ADOLESCENT MEDICAL STUDENTS IN SOUTH INDIA

2021 ◽  
pp. 1-3
Author(s):  
Kesava Kumar. P ◽  
Lavanya.K. M ◽  
Sushant Kumar Mishra ◽  
Nageswara Rao. V
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Cross Sectional Study ◽  
First Year ◽  
Learning Methods ◽  
Cross Sectional ◽  
Medical College ◽  
Power Point Presentation ◽  
Power Point ◽  
Methods Of Learning

BACKGROUND: Adolescent medical students are freshly exposed to the medical subjects and the experience is entirely new and different compared to their earlier school learning. OBJECTIVES: To determine the preferences of learning methods among adolescent medical students and to determine which is the best method for learning different components. MATERIAL AND METHODS: It is a cross – sectional study conducted among the first year MBBS students in the class rooms of GSL Medical College, Rajahmundry for a period of three months using a standard pre – designed and pre – tested “VARK” questionnaire with learning methods as study variables. A class of 150 students was divided into 3 groups of 50 students each. They were initially taught about the different methods of learning by means of a lecture using power point presentation covering three sessions of 40 minutes each. Then, they were sensitized to the “VARK” questionnaire in the next session of 30 minutes and data was collected using the standard pre – designed and pre – tested “VARK” questionnaire. Time given to complete the questionnaire was 20 minutes. RESULTS: Among 134 adolescent medical students, 89 (66.13%) had completed 17 years age, 24 (17.91%) completed 18 years age, 14 (10.46%) completed 19 years age and 7 (5.2%) completed 20 years age. Mean age of students was 17.54±0.32 years. There were 77 (57.5%) females and 57 (42.5%) males. The students mostly preferred kinaesthetic style of learning. CONCLUSION: The present study emphasizes that different students have different learning styles and hence, using only one method of teaching may not benefit all the students.

scholarly journals ENGLISH TEACHING METHODS IN WRITING DESCRIPTIVE TEXT OF SMK NEGERI 1 PULAU RAKYAT

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Suriya Ningsih ◽  
Rahmad Husein ◽  
Nora Ronita Dewi
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Teaching Writing ◽  
English Teacher ◽  
English Teaching ◽  
Qualitative Research Design ◽  
Lecture Method ◽  
Scientific Approach ◽  
The Subject ◽  
Teaching Learning

This study was aimed to describe the English Teaching Methods in writing descriptive text and the problems faced by the teacher. This study was conducted by using descriptive qualitative research design. The subject of this research was an English teacher of SMK NEGERI 1 Pulau Rakyat. The techniques of collecting data were by observing the process of teaching writing comprehension of descriptive text at X Grade students and interviewing the English teacher. The techniques of collecting data were observation and interview. This study found that the teacher at SMK NEGERI 1 Pulau Rakyat used the method in teaching writing descriptive text. The English teacher used the lecture method and discussion method to teach in the descriptive text and the students get difficulties in comprehending the material. The application lecture method and discussion method is not appropriate with scientific approach of 2013 Curriculum. The result and response from the students to the teacher’s method are still not effective. The teacher should not apply the methods in written but also in spoken. And the problems faced by the teacher were the first is about the lack of students’ vocabularies, and the second is about the students’ participations when work in group. This study also found that the teacher’s methods not integrated with the scientific approach of 2013 Curriculum. The implementation of methods in teaching writing  should can make teaching learning process more interesting and help the students’ understanding and skill of writing comprehension better.Key words: Teaching Method, Writing, Descriptive Text.

scholarly journals Medical Students’ Perception Regarding E- Learning during Covid-19 Lockdown Period

2021 ◽  
Vol 17 (2) ◽  
pp. 101-108
Author(s):  
Pratibha Manandhar ◽  
Naresh Manandhar ◽  
Sunil Kumar Joshi
Keyword(s):  
Medical Students ◽  
Conventional Method ◽  
Teaching Method ◽  
Cross Sectional Study ◽  
Learning Activity ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical College ◽  
E Learning ◽  
Teaching Learning

Background and Objectives: Due to Covid-19 lockdown period undergraduate medical institutions across the country are moving towards e-learning for continuity of education. The purpose of this study is to determine the perceptions of students towards e-learning and to analyze medical students’ perception on e-learning vs. conventional learning. Materials and Method: This was a descriptive cross sectional study conducted by distributing an online semi-structured questionnaire consisting Likert scale to undergraduate medical students of Kathmandu Medical College. Data assembled from the survey were analyzed and Statistical package for social sciences (SPSS) 24 version software was used for data analysis. Result: A total of 273 students were enrolled in this study. Most of the students, 83.9% (229) had the perception that conventional teaching method was the best method for learning as compared to e-learning method 16.1% (44). The students mentioned that conventional method of learning is more effective to increase knowledge than e -learning (M= 3.87, M= 2.80) which was statistically significant (p=0.000). Conclusion: E-learning was the only option for students to study during lockdown period. But students preferred conventional method of learning as compared to e-learning. It might be due to some disadvantages of e-learning, eg. Technical difficulties, lack of interaction with teacher  and patients, etc. So, these measures have to be addressed for improving e-learning for betterment of teaching-learning activity during these types of circumstances in future.

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