Abstract
Background: Tutorial embodies a major teaching learning strategy in basic sciences of medical education. Essentially tutorial should be a small class of few students in which the tutor gives individual attention each student. However; increase in student strength, and concurrent decrease in the faculty requirements by regulatory bodies in recent years; have posed immense hiccups in organizing tutorial in small groups.

Aims & Objective: Objective of present study was to evaluate the feasibility of modifying traditional tutorial as Interactive Intergroup tutorial (IIT) and its efficacy to improve learning outcome.

Materials and Methods: Study was conducted in Department of Physiology, Jawaharlal Nehru Medical College, Wardha, with sample population as students in first year of medical curriculum (n=150). They were sequentially subjected to traditional tutorial & Interactive Intragroup tutorial for 4 weeks. Difference in impact by the two methods was studied by pre and post - test design.

Results: There was a significant difference in pre and post-test P = 0.011 and P = 0.023 (P < 0.05 was considered statistically significant) by traditional tutorial and Interactive Intragroup tutorial respectively. The difference in post test scores by both methods was found to be highly significant P = 0.00.

Conclusion: The modified method can serve to be logistically straightforward to implement in a large class, particularly in subjects of basic sciences with added benefits of establishing group dynamics, interactivity, improving presentation and reasoning skills which are otherwise not a part of traditional tutorials.

Key words: Physiology; Interactive Intragroup Tutorial; Traditional Tutorial