Natl. J. Physiol. Pharm. Pharmacol., (2025), Vol. 15(1): 41–48

Original Research

10.5455/NJPPP.2025.v15.i1.7

Questionnaire-based comparative analysis of conventional chalk and blackboard versus PowerPoint presentation as teaching methods in medical college from students’ perspective and point of view

Supriya Shrimant Ohal^1*, Vinod Vasant Rathod², Sajeed Sheikh³, Umesh Kumar Choudhary⁴, and Yogiraj Karambelkar²

¹Department of Physiology, Vedanta Institute of Medical Sciences, Dahanu, Maharashtra, India

²Department of Forensic Medicine and Toxicology, Dr VMGMC, Solapur, India

³Department of Biochemistry, Vedanta Institute of Medical Sciences, Dahanu, Maharashtra, India

⁴Department of Forensic Medicine and Toxicology, American International Institute of Medical Sciences, Udaipur, India

*Corresponding Author: Dr. Supriya Shrimant Ohal. Department of Physiology, Vedanta Institute of Medical Sciences and Research Centre, Dahanu, Palghar, Maharashtra, India. Email: supriya84.rathod [at] gmail.com

Submitted: 17/08/2024 Accepted: 03/12/2024 Published: 31/01/2025

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Abstract

Background: The National Medical Commission (NMC) in India has made it mandatory for medical faculties to undergo basic courses in medical education technology (BCME). Qualitative teaching to medical undergraduates ensures high standards of future medical practitioners with moral practice and ethics.

Aim: Study aimed to evaluate First MBBS students’ perceptions of the effectiveness of lectures delivered by Physiology teachers using PowerPoint (PPT) presentation and the traditional chalk and blackboard (CB) method.

Methods: The study was conducted in the Physiology Department of the first-year MBBS medical undergraduates of the tertiary care center and medical college in Maharashtra state in 2023. A total number of 172 (85 males and 87 females) MBBS students participated in the current study. A Google sheet with the questionnaire on the two most com­monly used teaching methods namely Chack and Blackboard and a PowerPoint presentation was circulated amongst them. The study aimed to evaluate their perspective towards these methods. Consent was obtained from every one of them to voluntarily participate in study. The right to withdraw was given at any stage to them. All of them were informed that the responses recorded from them were solely for academic and research purposes. Students were given the freedom to answer the questions with their viewpoints on the feedback sheet. The sheet included their choice of technique along with a set of seven questions. Responses were recorded on the scale of whether they agreed, strongly agreed, disagreed, or strongly disagreed.

Results: 65% (112 students) grasped the concept better with PowerPoint presentations while the remaining 35% (60 Students) students liked the conventional chalk and board method. In the PPT method, there was proper visibility of contents, the speaker’s voices were audible to everyone, and concepts explained were communicated in a better man­ner, especially to the people seated at far distances. Whereas, in the Chack and Blackboard method majority felt that the concept was made very clear, properly understood, and easily grasped due to direct contact between students and teacher as compared to PPT. However, direct eye-to-eye contact with the teacher was lacking in PPT due to the dis­traction of slides in between. Some students were not able to communicate with teachers in between lectures. Topics seemed to be more interesting in PPT in comparison to CCB. Students were able to draw down notes properly in both methods from an examination point of view.

Conclusion: First-year MBBS medical students preferred PPT presentation alone or in combination with the Chack and Blackboard method. The physiology topic was well understood, highly grasped, and qualitatively reproduced at the stages of theory and practical examination if thought by employing PPT. However, this was only the students’ per­spective and was highly dependent on the role and attitude of trained faculty delivering lectures utilizing these methods.

Keywords: BCME, Chalk and blackboard, NMC, PowerPoint presentation.

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Introduction

In India, the role of the teacher is next to parents and God in students’ minds. Students can achieve their goals only if taught by teachers of good caliber. After working hard day and night throughout their pre-graduate MBBS level to clear the National entrance test and ranking amongst the toppers like the tip of the iceberg only a few lucky fellows reach the level of admissions to the MBBS at reputed institutes and universities in India.

The Curriculum Based Medical Education (CBME) curriculum launched in medical studies has revolutionized the academic pattern in India. Students face many problems in learning, grasping, revision, and reproduction of qualitative knowledge at the time of theory and practical assessment. As such First MBBS curriculum mandatory subjects of Physiology, Anatomy, and Biochemistry form the backbone of the hardcore studies of future second and third MBBS subjects. Also, early clinical exposure as newly introduced in First MBBS and Family adoption programs has increased the levels of stress amongst the students who face the continuous assessment of the three subjects in First MBBS. Hence the teachers in the First academic year play a pivotal role in the teaching and development of likes and dislikes for various subjects in the minds of students.

Rightly said Physiology is the subject to be learnt and grasped as if it happens to be in the body of oneself. Teachers in the Physiology department are always patient and helpful in solving the problems faced by the students and making the subject more interesting.

Teaching in medical colleges has evidenced worldwide evolution with the use of different teaching methods (Priyadarshini et al., 2012). Traditional chalk and blackboard methods replaced decades-back transparency with overhead projectors which have been overshadowed nowadays with the use of PowerPoint presentations with various animated videos. Clinical Medical Physiology is a 1st year subject in the MBBS course, and students often find the subject difficult, lengthy, and over-exhaustive. Herein is the role of a trained faculty teacher who can better explain theoretical concepts to students. Topics can be grasped properly if combined simultaneously with clinical laboratory practical explanation (Priyadarshini et al., 2012; Passos et al., 2006; Sé et al., 2008).

Pravin et al. (2010) and Hamid and Mahmood (2010) studies reported PPT, overhead projector (OHP), and the conventional chalk piece and talk method are still commonly employed teaching methods in physiology. These methods are also used for assessing the quality of teaching and evaluating its impact on student learning methods. Studies have documented the use of single or multiple tools for teaching in medical colleges (Passos et al., 2006; Sé et al., 2008; Pravin et al., 2010; Hamid and Mahmood, 2010). Student feedback is the most common entity, an easier, economical, and correct method will be beneficial for both the students and teachers. The quality of teachers is assumed through students’ academic achievement. Information taken using attitudes and perceptions of students can be used to improve the course and academic performance shortly (Pravin et al., 2010; Hamid and Mahmood, 2010; Lata et al., 2008). In this present cyber era, there is a great challenge for teachers to ensure that the knowledge is retained prolong enough which helps students in clinical practice and it is reported that pre-clinical subject knowledge is lost during the clinical years of medical courses (Lata et al., 2008).

MBBS subjects are difficult to grasp and depend upon the ability of the student to understand the concept. Teachers use teaching methods like chalk and blackboard, group discussions, presentations, posters, debates, overhead projections, and demonstrations that help students to understand complex things simply and easily.

The aims and the objectives were to find out which teaching methodology was most commonly preferred by MBBS medical students and to evaluate the perspectives of students towards these teaching methods.

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Material and methods

The study was conducted in the Physiology Department of the First-year MBBS medical undergraduates of the tertiary care center and medical college in Maharashtra state in the year 2023. A total of 172 (85 males and 87 females) MBBS students participated in the current study. A Google sheet with the questionnaire on the two most commonly used teaching methods namely chalk and blackboard and a PowerPoint presentation was circulated amongst them. Questionnaire was designed by the Teaching Faculty members of the Physiology Department. Prior approval was obtained from the Institutional Ethics Committee. The study aimed to evaluate their perspective towards these two methods. Consent was obtained from every one of them to voluntarily participate in the study. The right to withdraw was given at any stage to them. All of them were informed that responses recorded from them are solely for academic and research purpose. Students were given the freedom to answer the questions with their viewpoints on this feedback sheet. This feedback sheet has relevant queries and a set of questions for assessment of these teaching techniques. The sheet included their choice of technique along with a set of seven questions.

(1) Whether the lectures and practical’s were delivered properly?

(2) Whether the contents were good enough to be understood?

(3) Were the diagrams clear, easy to grasp, and recollect at the time of examinations?

(4) Was the content visible to everyone in the classroom?

(5) Were the concepts understandable to everyone?

(6) Was there enough time provided to complete the concept?

(7) How was the overall effectiveness and impact on the students?

Responses were recorded on the scale of whether they agreed, strongly agreed, disagreed, or strongly disagreed. Upon receiving the data from the feedback sheets filled in by the students, data were collected and analyzed and the following results were obtained.

Chart 1. Gender-wise distribution of study participants.

Chart 2. Teaching method of choice amongst study partic­ipants.

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Results

A total of 172 students participated which included 85 males and 87 females [Chart 1].

Out of these 172 students, 65% grasped the concept better when the PowerPoint presentation was used (112 students) whereas 35% liked the conventional chalk and board method (60 Students) [Chart 2].

In the present study out of 65% (112 students) who preferred the PPT method, the majority thought that they grasped the concept better as there was proper visibility of contents, the speaker’s voices were audible to everyone, and concepts explained were communicated in a better manner, especially to the people seated at far distances.

Table 1. PowerPoint presentation: 112 students (65%).

Figure 1. Power point presentation – response recorded.

Ninety-seven (86.60%) students considered lectures and practicals to be delivered properly, and the contents were excellent, as per 98 (87.50%) students who used the PPT method. Diagrams are clear, easy to grasp, and recollect with content visible to all in the classroom as per more than 95% of students. Ninety-three (83.03%) agreed on this point that the topic was easily understandable. Overall effectiveness and time allotted were best as per more than 90% of students with PPT method.

These findings are presented in Table 1 and Figure 1.

In the present study out of 60 (35%) students, who preferred teaching with chalk and board as their method of choice, it was noted that the majority of them strongly agreed or agreed on the various facts of this method. Only a few students strongly disagreed with this method.

The majority of 55 (91.66%) students thought that the lecture and practicals were delivered properly and 50 (83.33%) considered the contents were good enough to be understood. Very few less than 10% disagreed on these two facts. Approximately two-third number of the students reported that the diagrams were very clear, easy to grasp, and the contents were visible, and they were able to recollect at the time of examination. The concept was understandable as per 53 (83.33%) students as compared to only 7 (11.66%) who disagreed with this. Eighteen students (30%) disagreed on the fact that enough time was provided for the topic and concept to be taught. More than 90% of students opined that overall effectiveness and impact were best with the chalk and blackboard method.

Table 2. Chalk and board: 60 students (35%).

Figure 2. Chalk and board – response recorded.

These findings are presented in Table 2 and Figure 2.

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Discussion

Out of 172 students, 65% (112 students) grasped the concept better when the PowerPoint presentation was used whereas 35% (60 Students) liked the conventional chalk and board method.

In the present study out of 112 students (65%) who preferred the PPT method, the majority thought that they grasped the concept better, there was proper visibility of contents, the speaker’s voices were audible to everyone, and concepts explained were communicated in a better manner, especially to the people seated at far distances. Whereas, majority out of 60 students (35%) who liked the chalk and blackboard method felt that the concept was made very clear, properly understood, and easily grasped due to direct contact between students and teacher as compared to PPT.

Similar findings were obtained in a study done on seminars by Lagare et al. (2023) in the Department of Physiology wherein they observed that 54% of students preferred the PowerPoint presentation (PPT) over the blackboard presentation (46%) as the best teaching method. In PPT presentation, they reported better demonstrations of clinical conditions and important points were recalled during the summarization of the topic. The blackboard teaching method stimulated the interest among students and more stress could be placed on important points. Student–teacher interaction was better in blackboard presentations. They concluded that the seminars delivered by using PPT were more appreciated and preferred amongst students.

A cross-sectional study was carried out by Shah et al. (2017) on 246 students of Physiotherapy belonging to the age group of 18–23 years on the effectiveness of chalk and Talk versus PowerPoint. They reported PowerPoint presentations as a good teaching tool for learning in 82.60% of students. Similarly, a questionnaire-based study was done on 140 out of 150 first professional MBBS students of Medical College Jammu, by Jabeen and Ghani (2015). They reported that majority of the medical students (90.7%) preferred PPT presentations, while only 9.3% of students preferred the lectures using the chalkboard method. However, this study was conducted in the Anatomy department wherein teaching gross anatomy was carefully amalgamated with the use of PowerPoint in the lecture hall. Hence, PPT was preferred by students by an outstanding majority as compared to chalk and blackboard as their teaching method of choice.

Overall medical students preferred learning by PowerPoint as compared to chalkboard like in our present study as reported by Chavan et al. (2020). However, their study focused on the learning gain and performances of students in their examinations. They found that the learning gain of students by PowerPoint was of no significance as compared to the chalkboard for simple topics involving single organisms or single sub-topics. The learning gain of students by PowerPoint was of more significance as compared to chalkboard for complex topic involving multiple organism or multiple sub-topics. Seth et al. (2010) conducted a study in Medical and Dental undergraduates. Amongst MBBS students, majority (65.33%) of students reported that they preferred PPT presentations, 15.16% of student’s chalkboards, and 19.51% TOHP for teaching. Amongst dental students, they found 41.84% preferred chalkboard, 31.21% TOHP, and 25.85% PPT presentations in the lectures. The medical students preferred the use of PPT presentations while the dental students did not. They suggested that there was no superiority of any lecture delivery method. It depended on the hands of a trained teacher. Their study also highlighted the need for formal training in teaching technologies to develop good presentation skills in teachers and motivate students.

Few studies were conducted to find out the various advantages and disadvantages of various teaching methods in the MBBS curriculum. In these studies, students preferred method of choice was PPT. However, from undergraduate students’ perspectives revealed that both these teaching methods had their own advantages and disadvantages.

For example, Prabhu et al. (2014) in their study observed that students scored better in the post-test examination, but no significant difference was noted in scores between PowerPoint and chalkboard. According to the students, in the PowerPoint method, 67% students noted clarity of words, 52% found that stress on important point can be given, and 80% reported that topics can be better summarized. Whereas in comparison lectures delivered by chalkboard method 71% students found clarity of concepts, 67% reported it was easy to draw diagrams, 59% reported better understanding of the subject, and 55% found it was easier to take down notes during lecture. The preferred method for delivering lectures was CB (51%). In their study, they concluded that lectures could be ultimately improved by utilizing a combination of both chalkboard and PowerPoint, as they were having their own advantages.

Internationally a study was done in Melbourne, Australia to assess Students’ Preferences between blackboard teaching and PowerPoint Presentations among different university students. In the city of Melbourne, Australia by Masih et al. (2020). They reported that with the evolution of technology, teachers were shifting to various methods other than blackboard teaching, for example, Like PowerPoint, Over-Head Projectors, Integrated Learning, Online Apps, etc. for better implementation of the topic. They observed that majority of the students (53.1%) preferred PowerPoint presentations as compared to blackboard teaching (46.9%). They concluded that teachers should aim to make both methods as interesting as possible and allow student interaction in between.

In contrast to the findings of our study in which PPT was the preferred teaching method of choice following studies done reported traditional Chack and Blackboard better in comparison to PPT by the students.

Vashishtha et al. (2021) in their study distributed questionnaires amongst 412 students which included 164 males and 248 females. Chalkboard was preferred over PPT by a significantly higher number of students it enhances the ability to take notes and copy diagrams, develops a better understanding of the topic, provides better opportunities for student–teacher interaction, stimulates interest in the subject, and enhances overall satisfaction and effectiveness of lecture delivery. Students perceived that PPT offered significantly better visibility of lecture content, more clarity of the diagrams, structural relations, and demonstration of applied aspects.

In the Anatomy department of the Medical College, a study was conducted by Shastrakar and Nakhate (2019) to find which method suited best for gross anatomy lectures, dissection, demonstrations, practicals, small group discussions, teaching histology, embryology, etc., and other topics on a grading scale of good, average, or bad. Out of the total students enrolled in their study, it was observed that 166 (66%) students found the chalk-and-talk method was best, 70 (28%) found it to be good, and 12 (4.8%) found it bad for learning gross anatomy lectures. Transparency and overhead projectors were an average method of teaching as per the opinion of 119 (47%) and bad by 77 (30.8%). PowerPoint and 3D animations were found to be good methods according to 115 (46%) and best by 72 (28%) students. They also reported that students preferred didactic lectures more in comparison to problem-based learning. Didactic lectures were best if taught with various computer-assisted methods.

Gathe et al. (2019) in their study on PowerPoint versus chalk and board teaching in the physiology of vision with pre and post-test analysis of MBBS students found that in post-test examination means marks obtained by students using the CB method were slightly higher than PPT. They also concluded that in small group performance of students in the CB teaching group was better than PPT teaching group and was statistically significant. Similarly in study by Waheeda and Murthy (2015), it was observed that the short-term retention of facts was less with PPT as compared to CB method. Students in the PPT group obtained lower scores and more numbers of students preferred blackboard (60%) over PPT (45%). In study done by Novelli and Fernandes (2007) on students of biomedicine and medicine courses on topic of metabolism. The traditional blackboard presentation was most favored by students. CB Method allowed undergraduate students to understand the topic of metabolism sequentially with flow charts. They also reported that PowerPoint presentations gave a wide perception of the integrated metabolism but only if previously studied in a step-by-step manner by blackboard method.

Study conducted in Bangalore is one of the metropolitan cities of India by Priyadarshini et al. (2012) in the year 2011–2012 found blackboard teaching was most satisfactory. Reason behind this being that students could follow the teaching and understand the concept effectively by CB as compared to PPT. In a study conducted by Seth et al. (2010) on the impact of various lecture delivery methods in the Pharmacology department, it was observed that students wanted to listen to the lecturer and make their notes. Hence students were able to understand, had sufficient time to take down the notes, understand flow charts and diagrams by means of CB method. According to Singh and Kharb (2013) study done in the Department of Anatomy, it was observed that the traditional chalkboard method was best as it allowed the use of simple diagrams that students can easily understand, draw by themselves, and recollect facts later on. Hence, CB was excellent teaching tool and it also ensured the active participation of both teachers as well as of learners.

In the Department of Physiology, study was done by Jose et al. (2023) to evaluate the various perspectives of teaching methodology in undergraduate medical students. They found that students preferred interactive teaching methodologies such as group discussion as the best mode of learning topics of Physiology. Reason behind group discussion method being best was that it had a profound effect on students’ deep learning. It also had advantages such as more active and profound learning compared to lectures and more satisfaction for students. They also noted that Students study physiology by grasping and understanding the concepts as they know that it forms the basis of clinical subjects to be learned later on. In their study, students admitted that the physiological basis should be integrated and taught along with clinical teaching.

Chalk and Talk is an age-old method of teaching in medical colleges and gradually it is being replaced by new technology in the form of PowerPoint presentations. Students are also gradually adapting to new methods but there is always a debate over the most effective method of lecture delivery. Biswas et al. (2022) in their study of the perception of undergraduate students for chalk and talk and PowerPoint presentation on 160 undergraduate students found that 66% of students preferred C & T as the teaching tool of choice and only 34% students preferred lecture to be taken by PPT.

Studies were also conducted worldwide to find out advantages and disadvantages of both chalk and talk and PowerPoint methods.

For example, in a cross-sectional study carried out in the Department of Community Medicine from Feb. 2016 to May 2016 by Jadhav et al. (2016) on 132 seventh-term MBBS students. They reported that in the case of chalkboard, a maximum of 93 (70.45%) students said that no technical support was needed, 79 (59.84%) said note-taking was possible, and 68 (51.51%) said that contents were readily visible. But 90 (68.18%) students had difficulty understanding the material written on the board, 87 (65.90%) said that they get disturbed when the teacher faces towards board while 77 (58.33%) said study material is not available for reference. In contrast to chalk and blackboard, in PPT method 112 (84.84%) students experienced study material was rich in content, learning was easy, and 86 (65.15) students said that handwriting was not a problem. However, 102 (77.27%) students observed that while delivering lecture faculty seemed to just read the material on slides rather than focussing on its explanation, 89 (67.42%) students said that teachers teach very fast. They concluded that teachers should be equipped with modern methods of teaching along with their standard methods of presentation.

Similarly, a cross-sectional study was done by Jose et al. (2019) in the second year 149 MBBS students in the Department of Pharmacology at Government Medical College, Thrissur in the year 2017. They reported that lecture delivery using black board and chalk was found to be more efficacious than power point presentation when the marks of the post-tests were compared. This finding of marks obtained in the post-test analysis was totally in contrast to that seen in our study. However, as seen in our research, most students preferred lecture delivery using PowerPoint to blackboard and chalk.

Chalkboard talk lecture is the oldest and most commonly used teaching method. After the introduction of digitalized teaching in medical colleges, the PowerPoint presentation method for Lectures and conducting practical demonstrations is now commonly used.

A cross-sectional questionnaire-based study with post-lecture Multiple Choice Questions was conducted in the medical college in Telangana State on 150 first MBBS students to evaluate the feedback regarding opinions and preferences of chalkboard and PPT lectures. In this study done by Berad and Desaboina (2018), it was reported that students who attended chalkboard obtained higher score in MCQ test as compared to the same lecture by using PPT. Chalkboard teaching method was preferred by 65% of the students. They suggested that blackboard teaching can be supplemented by PPT presentations for better understanding for the students.

In a study done by Khane and Joshi (2014) on 100 students (54% males and 46% females), the most preferred modality of teaching aid was found to be Blackboard preferred by 34% of students followed by Over Head projector (OHP) and then by PowerPoint Presentation (PPT). Their results suggested that students prefer active learning and that the traditional chalk and board method should be a blended PPT and quiz program is appealing to the students. Combined teaching methods are appreciated by the students for learning physiology in an effective, interesting, and enjoyable manner.

In today’s competitive era, students have to outstand one another with higher percentages and grades obtained in regular term ending and final University examinations. Physiology as a single subject forms one of the backbones of clinical subjects to be taught later on in their academic upgradation. Students in our research preferred the PPT method as their choice for teaching. However, with the advancement in technology not only the students but also teachers need to adapt to these modern methodologies.

Our research work was student-dependent and these teaching methods vary from one place to another. Traditional CB methods seem to be replaced by PPT, but still, many individual topics can be better taught and explained by it. The majority of these studies were conducted in preclinical and para-clinical subjects wherein the subject is to be taught thoroughly and is completely teacher-dependant. Nowadays in clinical subjects integrated teaching using videos, photographs, clinical case demonstrations, live seminars, and workshops can be easily made available to everyone.

Our study also concluded that nevertheless both CB and PPT are widely used all over the world. Somehow transparencies with the use of overhead projectors have been replaced by PowerPoint presentations not only in medical field but in all teaching areas. Both CB and PPT have their advantages and drawbacks, but these can be easily overcome in the hands of a well-trained faculty using a combination of various audiovisual aids. Horizontal integration with other first year subject and vertical integration with early clinical exposure has now revolutionized first year teaching methodology pattern amongst teachers. Regular surveys and reviews of teaching methods is mandatory to make the teaching in Physiology subject more interesting.

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Acknowledgments

All working staff of the Department of Physiology and Biochemistry of this Institute who were actively involved in the conduction of the study, under the guidance of Faculty members.

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Funding

Nil.

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Authors’ contribution

All authors contributed significantly from the initial stages of the study up to the level of publication in a well-coordinated and organized manner under the guidance of the Principal Investigator and corresponding author.

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Conflict of interest

Nil.

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