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Volume 8 Issue 11 (November, 2020)

Original Articles

Comparison of traditional lecture teaching and integrated teaching in under graduate second year MBBS students
Dr. Chandrashekar K, Dr. Saritha M.K

Introduction: Various methods of teaching are lectures, seminars, tutorials, group discussions and demonstrations. Most of these methods involve only passive learning. Increased emphasis is being laid on students centered and integrated teaching. Both vertical and horizontal integrated teaching has been recommended by the Medical Council of India. The superiority of such novel methods over other existing methods in facilitating students learning has not been adequately assessed and hence the present study was undertaken. Objective: Comparison of lecture teaching and integrated teaching methods in under graduate second year MBBS students. Methodology: IEC approval was taken from the institute. Under graduate second year MBBS students from Karwar Institute of Medical Sciences, Karwar, were randomly divided into 2 groups of 75 each; group-I for traditional lecture and group-II for integrity teaching. First lecture class on bronchial asthma was conducted from department of Pharmacology faculty in group-I students. More emphasis was laid on problem based learning in the theory class. Both pre test and post test were conducted on the study group to assess the outcome of the teaching method. In group-II students, integrated teaching on bronchial asthma was undertaken from faculty of Pathology, Pulmonologist, Pharmacology and Dentistry. Pre test and post test were conducted after integrity teaching classes to evaluate the outcomes. The total scores for pre test and post test were evaluated for the results using student-t test. Results: Marks obtained in the pre-test were not statistically significant in integrated study methods compared with the pre-test marks of lecture method. But marks obtained in the post-test were significantly higher in Lecture method as compared to the post-test marks of integrated teaching method. Lecture class teaching method in under graduate second year MBBS students showed statistically significant results when more emphasis was placed on Problem Based Learning. Conclusion: Lecture class teaching method in under graduate second year MBBS students showed statistically significant results compared to integrity teaching method. Problem Based Learning showed better outcome in traditional lecture method. Keywords: Lecture, integrity teaching, problem based learning, test.

 
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