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

Authors

  • Maulin Mehta Department of Pharmacology, R.D. Gardi Medical College, Ujjain, Madhya Pradesh, India
  • Sandeep Adwal Department of Pharmacology, R.D. Gardi Medical College, Ujjain, Madhya Pradesh, India
  • Ashutosh Chourishi Department of Pharmacology, R.D. Gardi Medical College, Ujjain, Madhya Pradesh, India

DOI:

https://doi.org/10.18203/2319-2003.ijbcp20164755

Keywords:

Chalk and board, Clinical case, PowerPoint, Teaching methodology

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.

References

Ganyaupfu EM. Teaching Methods and Students’ Academic Performance. International Journal of Humanities and Social Science Invention. 2013;2(9):29-35.

Theall M., Franklin J. Students’ ratings of Instruction: Issues for Improving Practice. New Directions for Teaching and Learning, no. 43. San Francisco: Jossey-Bass. 1990.

Gaubatz N. What’s the Use of Student Ratings of Teaching Effectiveness? Available from: http://csti.syr.edu/csti.T-L/stdrate.htm.

Baruah M, Patel L. Evaluation of different teaching methods used in physiology lectures. Indian Journal of Basic and Applied Medical Research. 2014;4(1):271-76.

Chavda N, Yadav P. Second year students’ feedback on teaching methodology and evaluation method in Pharmacology. National Journal of Physiology, Pharmacy and Pharmacology. 2011;1:23-31.

Dash SK, Patro S, Behera BK. Teaching methods and its efficacy, an evaluation by the students. J Indian Acad Forensic Med. 2013;35(4):321-24.

Shallcross DE, Harrison TG. Lectures: electronic presentations versus chalk and talk –achemist’s view. Chemistry Education Research and Practice. 2007;8(1):73-9.

Kela AK, Mehta VL. Impact of inclusion of clinical projects in undergraduate teaching. Indian J Pharmacol. 1993;25:249-50.

Thirunavukkarasu J, Latha K, Sathish Babu C. A study on effectiveness of different teaching methodology in Pharmacology for under graduate students. Asian J Exp Biol Sci. 2011;2(3):487-92.

Medical Counsel of India. MCI: Vision 2015. March 2011;2:9-24. Available from: http://www.mciindia.org/tools/announcement/MCI_booklet.pdf

Downloads

Published

2016-12-24

How to Cite

Mehta, M., Adwal, S., & Chourishi, A. (2016). Evaluation of different teaching-learning methods according to students’ preference and perception. International Journal of Basic & Clinical Pharmacology, 6(1), 76–79. https://doi.org/10.18203/2319-2003.ijbcp20164755

Issue

Section

Original Research Articles