EVALUATION OF INTERACTIVE LECTURES: AN INNOVATIVE APPROACH EMPLOYED IN A HYBRID TEACHING SYSTEM

Abstract

Background: Physiology teaching requires student to be an active participant in learning instead of a passive listener. Traditional didactic lectures are the most prevalent teaching tool in large group sessions due to massive class sizes in public sector medical colleges of Pakistan. The objective of this study was to introduce interactive lecturing and evaluate the effectiveness of lectures as well as the lecturer of thyroid physiology by analysing the perceptions of 2^nd year MBBS students. Methods: A descriptive study was conducted on 255 students of 2^nd year MBBS (39^th Batch) at Rawalpindi Medical College in the Department of Medical Education in April 2013. A series of five interactive lectures on Thyroid Physiology were delivered and later on student’s responses were obtained through a validated pre-tested questionnaire regarding the effectiveness of the lectures and lecturer. Data were analysed using SPSS-17, and descriptive statistics were applied. Results: Students agreed that frequent interaction, summarisation of key concepts, integration of lecture content, clear statement of objectives and proper organization of lecture was helpful in learning. Students also appreciated use of audiovisual aids, and interesting pictures, clip art, and animations during the lecture. Students agreed that the lecturer came to the class well prepared, encouraged active participation, and showed great enthusiasm to teach. Conclusion: The study supports faculty development to conduct structured interactive lectures in large class settings to boost the outcomes of a traditional lecture-based curriculum.

Pak J Physiol 2014;10(3--4):15–8