COMPARISON OF EFFECTIVENESS OF LECTURE AND SEMINAR AS TEACHING-LEARNING METHODS IN PHYSIOLOGY WITH RESPECT TO COGNITIVE GAIN AND STUDENT SATISFACTION
Journal Title: Journal of Evolution of Medical and Dental Sciences - Year 2017, Vol 6, Issue 59
Abstract
BACKGROUND Lecture is the usual method of teaching Physiology theory to first year MBBS students. Seminar hours are fewer. Some studies from other institutions have reported that cognitive gain produced was greater by seminar than by lecture. Therefore, we conducted a research to check whether this is true regarding the students in our institution. We aimed to compare the cognitive gain in Physiology produced by Lecture and Seminar and to compare the student satisfaction produced by Lecture and Seminar. MATERIALS AND METHODS We conducted an interventional (Experimental) study in Government Medical College, Idukki to evaluate the effectiveness of lecture and seminar as teaching-learning methods in Physiology in first year MBBS students. All the 50 students in the college gave consent for the study; and were assorted randomly by lottery method to 2 groups. One group was subjected to lecture on coronary circulation and then seminar on cerebral circulation. The other group was subjected to lecture on cerebral circulation and then seminar on coronary circulation. The same person did all the interventions. For seminar, students in each group were assorted randomly by lottery method into 3 subgroups of 8-9 students to allow enough opportunity for each student to actively discuss the topic. The level of knowledge on the topic was assessed before and immediately after each intervention using the same set of single response Multiple Choice Questions; and cognitive gain was calculated as Post-test mark minus Pre-test mark. Student satisfaction was assessed immediately after each intervention by the same student perception feedback questionnaire in Likert scale. Data was analysed using the software SPSS version 21. The cognitive gains by lecture and seminar were compared using Independent samples t-test. χ2 –test was used to check statistical significance of the feedback responses. Design- Randomised Controlled Trial of teaching-learning methods with cross-over type of study design. RESULTS Lecture and seminar produced statistically significant improvements in the test scores. The cognitive gain produced was more by lecture than by seminar, but the difference was not statistically significant. Students reported greater satisfaction by seminar than by lecture. CONCLUSION Lecture as well as seminar is effective in increasing the knowledge of MBBS students in Physiology; but each method has its own relative merits. So, both these methods shall be used in teaching Physiology to avail the advantages of both
Authors and Affiliations
Pradeep C Thomas, Radha T. R, Subitha K, Geethadevi M
Keywords
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- EP ID EP226332
- DOI 10.14260/Jemds/2017/942
- Views 109
- Downloads 0
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