Suchergebnisse

Putul Mahanta,1 Deepjyoti Kalita,2 Chiranjita Phukon,3 Ranjumoni Konwar,4 Kahua Das,5 Md Kalim Ullah,6 Dhirendra Singh Yadav,7 Sangeeta Deka2 1Department of Forensic Medicine and Toxicology, Assam Medical College and Hospital, Dibrugarh, Assam, India; 2Department of Microbiology, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India; 3Department of Medicine, Tezpur Medical College and Hospital, Tezpur, Assam, India; 4Department of Radiology, Fakhruddin Ali Ahmed Medical College and Hospital, Barpeta, Assam, India; 5Department of Physiology, Tezpur Medical College and Hospital, Tezpur, Assam, India; 6Department of Dentistry, Tezpur Medical College and Hospital, Tezpur, Assam, India; 7Central Forensic Science Laboratory, Directorate of Forensic Science Services, Ministry of Home Affairs, Government of India, Bhopal, IndiaCorrespondence: Putul MahantaDepartment of Forensic Medicine and Toxicology, Assam Medical College and Hospital, Dibrugarh, Assam, 786002, IndiaTel +919435017802Email drpmahanta@gmail.comIntroduction: It becomes a challenge for a teacher to find a student-friendly approach to teach too many students in a class. The teaching methods used during medical education have a significant impact on learning among medical students. A practical and informative teaching technique is considered an essential component of that education. The present study aimed to determine the best interactive teaching method based on Indian medical undergraduates' perceptions.Materials and Methods: The current investigation was a cross-sectional descriptive study that included 100 undergraduate medical students. A structured sample class on a specified topic was conducted using Microsoft PowerPoint (PPT) and a "chalk and talk" (CNT) method. Students' opinions of the class were assessed via a Likert scale questionnaire in which, for each of the two methods, the students were asked to rank twelve comments on a four-point scale: strongly agree, agree, disagree, or strongly disagree. Descriptive statistics were calculated to evaluate the distributions of their responses. The z test for two proportions was used to test a significant difference in respondents' proportions towards various perceptions regarding the two teaching methods under study. The data were analyzed using SPSS software version 22.Results: Students understood the lesson content better when the teacher used the CNT approach (p< 0.005). The CNT method was also associated with better interaction than the PPT technique (p=0.03) and facilitated better student concentration and retention of the class content (p=0.03). The students reported that there was less eye contact associated with the PPT technique (61%) but found the content thus delivered fascinating (78%), informative (91%), and organized (85%) as compared to the CNT approach.Conclusion: The traditional CNT approach is an effective classroom teaching method. The current study highlights student preferences for a combined teaching method that includes CNT and PPT.Keywords: classroom technique, medical education, student perspective, interactive teaching