Blackboard versus PowerPoint presentation: Students opinion in medical education

Petimani, Mahalaxmi S; Adake, Prabhakar

doi:10.4103/2395-2296.163935

Cited by 14 publications

(16 citation statements)

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“…About half of the students in our study preferred chalk-board teaching while remaining half preferred appropriate combination of chalk-board & power-pointpresentation. Our finding is in line with Rokade & Bahetee, 2013;Jaiswal et al, 2015;Kumari et al, 2015;Petimani et al, 2015 and. In a study by Bamne & Bamne, 2016, it was seen that 87% of the students preferred chalk and board teaching.…”

Section: Discussionsupporting

confidence: 91%

Anatomy curriculum: perception of Indian Undergraduate Medical Students

Rokade

Shinde

2020

SE Asian Jnl Med Educ

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Introduction: Anatomy curriculum for undergraduate medical students in India is squeezed from one and half year to one year since 1998 as per Medical Council of India (MCI) regulation, 1997 leading to pressure of completing the vast syllabus in this time frame. Further MCI recommends student centered teaching in the form small group teaching, seminars, formative assessments etc. The present study was conducted to determine the students' perception about these changes. Method: A total of 360 students participated in the study during two academic years. Students' feedback was collected through pre-structured objective questionnaire at the end of each academic year and the responses were analyzed statistically. Result: About two-third (65%) students expressed that duration provided to study anatomy in the current curriculum is insufficient and should be increased to 10-12 months. Reasons cited were more time required for acclimatization, syllabus being rushed through, significant stress level and insufficient time for recreation. About 76.38% students suggested that number of teaching hours per day should be reduced to 5-6 hours from current 7 hours. Students gave less than 50% weightage to college coaching (87.77%), opted for small group teaching (79.44%) and preferred appropriate combination of teaching with chalkboard & power point presentation (55.83%). They favoured formative tests and revisions in learning anatomy than seminars. Conclusion: The present study provides useful insights of student's perception on current anatomy curriculum and teaching. Findings warrant confirmation by similar studies in different medical colleges. These data will enable betterment of curriculum during its revisions.

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Section: Discussionsupporting

confidence: 91%

Anatomy curriculum: perception of Indian Undergraduate Medical Students

Rokade

Shinde

2020

SE Asian Jnl Med Educ

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“…41.86% in our study felt summarizing is best with BB+PPT, 32.56% with PPT and only 11.63% with BB, which was parallel with Manoj Kumar et al; [14] where 99.2% liked being taught using BB with PPT being used to summarize the lecture and Petimani MS et al; [15] study where 53% preferred PPT and 42.8% for BB.…”

Section: Resultssupporting

confidence: 81%

A prospective study of perceptions and preferences of medical students regarding teaching aids in teaching Pharmacology in a Medical College from India

Ts¹,

Manu²,

Kulkarni³

et al. 2016

SJAMS

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Abstract:To enhance successful communication, medical teachers are increasingly using teaching-learning media. To determine medical students' perception of blackboard(BB), overhead projector(OHP), Power Point Presentations(PPT) and there combination and to generate recommendations for their optimal use, a cross sectional questionnaire-based study was carried out among 5th semester medical students of the Bidar Institute of Medical Sciences, Bidar. Students made a forced choice between the three media and combination on 21 questions regarding their advantages and disadvantages. Resulting data was analyzed using percentages. Combination of BB & PPT was rated as best in allowing interaction (41.86%) and helping recall (55.81%). The BB+PPT were the best in providing information point wise (56.51%). More subject matter could be covered per lecture fast through PPT (44.19%). BB+PPT were best in imparting clinical details (62.79%), but BB alone was sleep inducing (39.53%). Overall preferred teaching aid was BB+PPT (83.72%). BB+PPT were best for problem based teaching (58.14%); stresses on relevant and increases thinking and understanding ability (55.81% each). Better perception of diagrams and concept understanding is best with BB+PPT (58.14% each). Students enjoy the lecture delivered by combination of blackboard and power point presentation. The study suggests that the using best available combination of teaching-learning media could make the lecture more interesting. It encourages the students to be attentive and actively participate in gaining better knowledge and allows interaction to take the lecture to the next level of excellence in future.

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“…As students have mentioned about the advantages of both the methods; findings were supported by few studies where combination of multiple methods is found useful [6,7].…”

Section: Discussionmentioning

confidence: 95%

“…While some other studies suggest that use of PPT is preferred by the students because of certain advantages [4,5]. But, even though there is preference given to one method either by the teachers or students, it is found that combination of more than one method is always better for understanding, as suggested by some studies [6,7].…”

Section: Commonly Used Techniques In Lecture Theatre Are Traditional mentioning

confidence: 99%

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

Raut

Gupta

2018

IJCBR

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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

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Blackboard versus PowerPoint presentation: Students opinion in medical education

Cited by 14 publications

References 0 publications

Anatomy curriculum: perception of Indian Undergraduate Medical Students

Anatomy curriculum: perception of Indian Undergraduate Medical Students

A prospective study of perceptions and preferences of medical students regarding teaching aids in teaching Pharmacology in a Medical College from India

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

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