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Background: Interactive lecture is a student centred teaching technique incorporating, multimodal strategies to create more engaging classroom settings. In our medical college, traditional lecture approach has been the core teaching method. So, we intended bringing in a change to passive way of learning by introducing first interactive lecture in Microbiology. The objective of our study was to evaluate perception of students on the usefulness of interactive lecture over traditional lecture. Methods: A session on Laboratory Diagnosis of Hepatitis B virus was selected. Anonymity of the responses was ensured to the students. Students were given overview about the study design and purpose of the study. Those who are willing to participate were enrolled for the study. A total of 112 students given consent were included. It was planned to provide traditional lecture on the selected topic followed by interactive lecture on the same topic for all 112 students. At the end of both the session, cross sectional survey was conducted using a pre validated questionnaire to assess the usefulness of interactive lecture given. Responses were to be provided on five point Likert scale with a score of 1 = strongly disagree, 2 = Disagree, 3 = Neutral, 4 = Agree and 5= strongly agree. Frequencies of responses were analyzed by merging SDA & DA (Strongly disagree and Disagree) and SA & A (Strongly agree and Agree) as two groups. Percentage of responses was compared. Results: In general, 96% of them perceived interactive lecture was useful and reported that they strongly recommend it to their friends who weren"t there. Out of 112 students, 94(84%) reported interactive lecture was interesting when compared to traditional format. Conclusion: When planned meticulously interactive teaching can definitely can save time and energy. Our study emphasizes the need of interactive lecture in core curriculum for better understanding of the subject.

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Introduction: Even though role-play promotes active learning, some students have considered it as the least preferred teaching method. This study was undertaken to determine the perceptions of first year medical students in an Indian medical college about the use of role-play in Physiology as a teaching-learning method and to determine if the perceptions varied between the role-players and the observers of the role-play as this has not been sufficiently explored by previous researchers.

Methods: 46 first year medical students took part in the role-play and 97 students were observers. All 143 students completed a 12 item questionnaire about their perceptions regarding the use of role play in Physiology using a 5 point Likert response scale and results were analysed using SPSS 17.

Results: The majority of students perceived role-play to be interesting (95.80%), lively (86.01%), helpful in breaking monotony (96.50%) and in visualizing clinical features (86.71%). 83.22% felt that the role-play helped them learn attitudes of a doctor while treating patients and 87.41% felt that role-play was useful in learning communication skills. The role-play was considered to be realistic, facilitating the transition from classroom to clinical wards and while being appropriate for their level was also felt to be applicable to other undergraduate students. Comparison of the observers and role players’ scores showed no significant difference in perceptions (p value 0.409) ie., both groups perceived role play positively.

Conclusion: From the perspective of first year Indian medical students, role-plays in Physiology are perceived positively.