Sajeevan K. C1, Lyson Lonappan2, Sajna MV3, Geetha Devi M4
BACKGROUND
Traditional lecture is the most common type of teaching learning method used in professional colleges of India. Interactive lecture seems to be an important and feasible teaching learning method to increase the effect of learning in medical education.
MATERIALS & METHODS
The study was performed from July 2015 to October 2015 among first year medical students in Government Medical College, Idukki. All fifty first year MBBS students of 2014 batch were divided into group A and group B by simple random method. Two topics of translation were taken to both groups by two different lecture methods. The first topic was taught by interactive lecture to group A and traditional lecture to group B on the first day. Pre-test and post-test were done to assess gain in knowledge by two lecture methods. Second topic was taken to both groups on the second day by exchanging lecture methods. Their increase in knowledge was assessed by pre-test and post-test. On the second day, their feedback regarding perceptions and preferences were taken.
STATISTICAL ANALYSIS
Mean scores of pre and post-test were analysed by paired t test. Level of knowledge gained among two lecture methods was compared by independent t test and qualitative data on feedback was analysed using Chi square test.
RESULTS
The level of knowledge gained by interactive lectures was significantly higher than traditional lectures. Students agreed that interactive lectures motivated them for self-learning and increased their confidence regarding study materials. It also helped them in the recollection of lecture content and clearing doubt than traditional lectures.
CONCLUSIONS
Interactive lectures were accepted and considered to be more useful than traditional lectures for teaching biochemistry at Government Medical College, Idukki.
