Evaluation of different teaching-learning methods according to students’ preference and perception

Abstract

Background: Improved teaching methodology is prerequisite for education systems so that students learn effectively. The present study was done with the objectives of evaluation of different teaching-learning methods according to students’ preference and perception.Methods: It was observational, non-interventional questionnaire based study. Total 100 students were selected randomly from second MBBS as participants of it. They filled questionnaires with 11 questions, by selecting appropriate options.Results: All students were interested in Pharmacology. Cardio-Vascular System and autocoids were the most interesting topics according to 40% of students. Total 53% of students preferred combination of chalk and board with PowerPoint presentation for understanding, while chalk and board alone (65%) as more interactive teaching method. Total 80% of students preferred interactive lecture session. Clinical case/bed side study was preferred by 89% of students. Total 40% of students preferred combination of teachers’ note and standard textbooks as reading materials. Total 80% of students mentioned that revision at the end of lecture is necessary. One and half year as ideal time to learn second MBBS, has been selected by 60% of students. Teaching with more clinical orientation is one of the changes suggested by 28% of students.Conclusions: Combination of traditional chalk and board method with modern powerpoint method, wherever necessary, is ideal for interactive and understandable lecture session. Integration/correlation of clinical cases with clinical Pharmacology will be more helpful in understanding and learning. Proper and effective management of time is essential for maximum utilization of MBBS duration with optimum output for students.

Perception and preferences of second professional undergraduate medical students for pharmacology teaching: a questionnaire based cross-sectional study

“…This system therefore requires the best teachers and the teaching methods that can produce the best medical practitioners from the medical students. 14 Effective teaching involves adopting appropriate teaching roles to support learning goals. 15 There is a close association between the student's opinion and the instructor`s effectiveness.…”

“…11 Mehta et al also reported the same trend regarding preferred reading material of students in a similar study. 14 This signifies the importance of lectures and an attempt must be made by concerned faculties to enhance the interest and outcome of such classes. The interest in lecture classes can be increased by making classes more interactive, using more diagrams, flow charts, figures and inserting more clinical examples in the classes as these are also the reforms suggested to enhance the interest and outcome of lecture classes by majority of our students.…”

“…The one and half year was considered as an ideal period to learn second MBBS by majority of students also in a similar study conducted by Rani et al, Chavda et al and Mehta et al by 64.3%, 55.14% and 60% of students respectively. 9,12,14 The concerned authority should reconsider the adequacy of one year as period for pharmacology teaching taking into account the student's perception.…”

“…This is in accordance with reports of similar other studies. 13,14,[18][19][20][21][22] Students preferred different media of teaching for different purposes in a study conducted at Delhi. It was suggested in this study that the lecture could best be a combination of two or more teaching-learning media.…”

“…The prevalidated questionnaire was used to get the data, which was prepared after the review of literatures of previous studies with some suitable modifications. [11][12][13][14] Apart from the basic demographic information of participating students, the questionnaire consisted of two parts. The perceptive and preference aspects of students were recorded as the answers of twenty questions in part A and the opinion of students for recommended changes in the existing teaching-learning activities were recorded as the answers in yes or no in part B of this questionnaire.…”