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

Maulin Mehta, Sandeep Adwal, Ashutosh Chourishi


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.


Chalk and board, Clinical case, PowerPoint, Teaching methodology

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