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- Title
BIOCHEMISTRY LEARNING PROCESS: EVALUATION AND PERCEPTION AMONG FIRST YEAR MEDICAL STUDENTS BY USING TRADITIONAL CHALK AND BOARD TEACHING.
- Authors
BABU, KOPPUKONDA RAVI; LAKSHMI, AUDI BHAGYA; SRIDEVI, DAMARLA
- Abstract
Background and objectives: To assess the undergraduate students' learning process using the chalk-and-board method. To evaluate the efficiency of the chalk-and-board method of instruction and the perspective of the students towards the technique. Methods: At the Mallareddy Institute of Medical Sciences, Suraram, 107 first-year medical students participated in the study on December-2019 (2019-2020 MBBS batch).Ten multiple- choice questions (MCQ) were administered as a pre-test and post-test with a 10-minute time limit. Traditional teaching by chalk and board instruction was employed. A response survey was used to evaluate perception. Results: 68 out of the 107 students who took the pre-test and post-test and finished both assessments had higher post-test scores than pre-test scores, which accounted for a 63.55% rise in post-test marks. The pre-test and post-test scores were 5.48±1.61 (0.001) and 6.28±1.25 (0.001), respectively. These results revealed extreme statistical significant output. 91% of the students thought all the learning goals were covered, and 83% thought the session content was informative. According to 82% of the learners, power point presentations should not be the standard T/L method and chalk and board instruction should be used rather. Conclusion: Compared to a power point presentation, chalk and board instruction is more effective in improving subject comprehension. If included in the normal curriculum, this might be a more effective T/L strategy.
- Subjects
LEARNING; MEDICAL students; CHALK; STUDENT attitudes; BIOCHEMISTRY; UNDERGRADUATES
- Publication
Journal of Cardiovascular Disease Research (Journal of Cardiovascular Disease Research), 2022, Vol 13`, Issue 8, p1001
- ISSN
0975-3583
- Publication type
Article