E-ISSN 2231-3206 | ISSN 2320-4672
 

Original Research 


Comparative evaluation of different techniques required to make a didactic lecture effective

Shivaji S Chalak, Anita B Kale, Bittoo Kumar Surlya, Nilima Tankhiwale, Anjali Vagga, Sunita Vagha.

Abstract
Background: Lectures being still important methods in teaching and learning in medical curriculum and need active participation from students. The traditional methods of lecture delivery need improvement in teaching patterns. By introducing some new lecturing techniques, we can enhance the knowledge retention and improve the overall performance of the students.

Aims and Objectives: The aim of this study is to evaluate the effect of various techniques used to make didactic lectures interactive and to compare the effect of traditional versus structured didactic lectures (interactive lecturing) on the performance of undergraduate students.

Materials and Methods: This is a prospective, single-blind, interventional study. A total of 146 1st MBBS students (controls-73 and study-73) participated in all the activities of the study. Each lecture was structured and planned according to the technique to be used during didactic lecture to make it interactive. Pre-/post-test was prepared on the decided topics. Pre-test was given before the lecture and post-test after interactive lecturing. Four different techniques, putting questions in stipulated form, point of the day, muddiest point, and distributing handouts, followed by discussion were used to make the lecture interactive. Each technique was introduced in a separate set of lectures for the study group participants.

Results: The results showed significant improvement in post-test scores of the study group for all the four techniques used. Class average normalized gain (measure for effectiveness and robustness of an educational intervention) was more than 0.7 (70%) for putting questions in stipulated form and muddiest point. While it was more than 0.5 (50%) for point of the day and handouts with the discussion.

Conclusion: Intervention in the form of interactive lecturing techniques in physiology was moderately effective for “point of the day” and “handouts followed by discussion” techniques, while intervention in the form of putting questions in stipulated form and muddiest point were highly effective. All four techniques were well perceived by the students. The interactive lecturing techniques improve the student’s performance as compared to the traditional lecturing.

Key words: Point of the Day; Muddiest Point; Handouts; Interactive Lecturing


 
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Pubmed Style

Chalak SS, Kale AB, Surlya BK, Tankhiwale N, Vagga A, Vagha S. Comparative evaluation of different techniques required to make a didactic lecture effective. Natl J Physiol Pharm Pharmacol. 2018; 8(3): 341-346. doi:10.5455/njppp.2018.8.0937602102017


Web Style

Chalak SS, Kale AB, Surlya BK, Tankhiwale N, Vagga A, Vagha S. Comparative evaluation of different techniques required to make a didactic lecture effective. http://www.njppp.com/?mno=278853 [Access: April 21, 2018]. doi:10.5455/njppp.2018.8.0937602102017


AMA (American Medical Association) Style

Chalak SS, Kale AB, Surlya BK, Tankhiwale N, Vagga A, Vagha S. Comparative evaluation of different techniques required to make a didactic lecture effective. Natl J Physiol Pharm Pharmacol. 2018; 8(3): 341-346. doi:10.5455/njppp.2018.8.0937602102017



Vancouver/ICMJE Style

Chalak SS, Kale AB, Surlya BK, Tankhiwale N, Vagga A, Vagha S. Comparative evaluation of different techniques required to make a didactic lecture effective. Natl J Physiol Pharm Pharmacol. (2018), [cited April 21, 2018]; 8(3): 341-346. doi:10.5455/njppp.2018.8.0937602102017



Harvard Style

Chalak, S. S., Kale, A. B., Surlya, B. K., Tankhiwale, N., Vagga, A. & Vagha, S. (2018) Comparative evaluation of different techniques required to make a didactic lecture effective. Natl J Physiol Pharm Pharmacol, 8 (3), 341-346. doi:10.5455/njppp.2018.8.0937602102017



Turabian Style

Chalak, Shivaji S, Anita B Kale, Bittoo Kumar Surlya, Nilima Tankhiwale, Anjali Vagga, and Sunita Vagha. 2018. Comparative evaluation of different techniques required to make a didactic lecture effective. National Journal of Physiology, Pharmacy and Pharmacology, 8 (3), 341-346. doi:10.5455/njppp.2018.8.0937602102017



Chicago Style

Chalak, Shivaji S, Anita B Kale, Bittoo Kumar Surlya, Nilima Tankhiwale, Anjali Vagga, and Sunita Vagha. "Comparative evaluation of different techniques required to make a didactic lecture effective." National Journal of Physiology, Pharmacy and Pharmacology 8 (2018), 341-346. doi:10.5455/njppp.2018.8.0937602102017



MLA (The Modern Language Association) Style

Chalak, Shivaji S, Anita B Kale, Bittoo Kumar Surlya, Nilima Tankhiwale, Anjali Vagga, and Sunita Vagha. "Comparative evaluation of different techniques required to make a didactic lecture effective." National Journal of Physiology, Pharmacy and Pharmacology 8.3 (2018), 341-346. Print. doi:10.5455/njppp.2018.8.0937602102017



APA (American Psychological Association) Style

Chalak, S. S., Kale, A. B., Surlya, B. K., Tankhiwale, N., Vagga, A. & Vagha, S. (2018) Comparative evaluation of different techniques required to make a didactic lecture effective. National Journal of Physiology, Pharmacy and Pharmacology, 8 (3), 341-346. doi:10.5455/njppp.2018.8.0937602102017





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