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Indian Medical Undergraduates’ Perceptions of Effective Teaching Methods: A Cross-Sectional Study

INTRODUCTION: 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...

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Autores principales: Mahanta, Putul, Kalita, Deepjyoti, Phukon, Chiranjita, Konwar, Ranjumoni, Das, Kahua, Ullah, Md Kalim, Singh Yadav, Dhirendra, Deka, Sangeeta
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Dove 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8123944/
https://www.ncbi.nlm.nih.gov/pubmed/34007237
http://dx.doi.org/10.2147/AMEP.S306598
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author Mahanta, Putul
Kalita, Deepjyoti
Phukon, Chiranjita
Konwar, Ranjumoni
Das, Kahua
Ullah, Md Kalim
Singh Yadav, Dhirendra
Deka, Sangeeta
author_facet Mahanta, Putul
Kalita, Deepjyoti
Phukon, Chiranjita
Konwar, Ranjumoni
Das, Kahua
Ullah, Md Kalim
Singh Yadav, Dhirendra
Deka, Sangeeta
author_sort Mahanta, Putul
collection PubMed
description INTRODUCTION: 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.
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spelling pubmed-81239442021-05-17 Indian Medical Undergraduates’ Perceptions of Effective Teaching Methods: A Cross-Sectional Study Mahanta, Putul Kalita, Deepjyoti Phukon, Chiranjita Konwar, Ranjumoni Das, Kahua Ullah, Md Kalim Singh Yadav, Dhirendra Deka, Sangeeta Adv Med Educ Pract Original Research INTRODUCTION: 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. Dove 2021-05-11 /pmc/articles/PMC8123944/ /pubmed/34007237 http://dx.doi.org/10.2147/AMEP.S306598 Text en © 2021 Mahanta et al. https://creativecommons.org/licenses/by-nc/3.0/This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License (http://creativecommons.org/licenses/by-nc/3.0/ (https://creativecommons.org/licenses/by-nc/3.0/) ). By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms (https://www.dovepress.com/terms.php).
spellingShingle Original Research
Mahanta, Putul
Kalita, Deepjyoti
Phukon, Chiranjita
Konwar, Ranjumoni
Das, Kahua
Ullah, Md Kalim
Singh Yadav, Dhirendra
Deka, Sangeeta
Indian Medical Undergraduates’ Perceptions of Effective Teaching Methods: A Cross-Sectional Study
title Indian Medical Undergraduates’ Perceptions of Effective Teaching Methods: A Cross-Sectional Study
title_full Indian Medical Undergraduates’ Perceptions of Effective Teaching Methods: A Cross-Sectional Study
title_fullStr Indian Medical Undergraduates’ Perceptions of Effective Teaching Methods: A Cross-Sectional Study
title_full_unstemmed Indian Medical Undergraduates’ Perceptions of Effective Teaching Methods: A Cross-Sectional Study
title_short Indian Medical Undergraduates’ Perceptions of Effective Teaching Methods: A Cross-Sectional Study
title_sort indian medical undergraduates’ perceptions of effective teaching methods: a cross-sectional study
topic Original Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8123944/
https://www.ncbi.nlm.nih.gov/pubmed/34007237
http://dx.doi.org/10.2147/AMEP.S306598
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