Comparison of didactic lecture with interactive lecture for learning enhancement in third year BDS students at Nishtar Medical University, Multan.

Abstract

Objective: To compare didactic lecture with interactive lecture for learning enhancement in third year BDS students at Nishtar Medical University, Multan. Study Design: Descriptive Cross Sectional study Setting: Department of Medical Unit-IV, Nishtar Medical University Institutional Review Board. Period: Six weeks from mid of January to end of February 2020. Sample Size: Fifty four BDS students filled the feedback proforma. Material & Methods: The whole class of sixty students was taught respiratory system in medical unit IV by interactive lectures and didactic lectures. Out of 10 lectures in respiratory system, 5 lectures were conducted in interactive style and 5 were conducted in conventional lecture form on alternate basis. Each lecture had duration of one hour. Lectures were made interactive by interposing various activities. After the completion of 10 lectures, feedbacks from students were taken by giving students structured proforma. All the data was analyzed by SPSS version 24. Frequencies (percentages) were calculated for each ordinal data. A p-value was calculated for comparison of didactic lectures with interactive lectures regarding various variables. Results: Out of 54 students 51(94.5%) had given their opinion in favor of interactive lectures. The number of students who either agreed or strongly agreed to interactive lecture technique in comparison to didactic lecture regarding creation of interest, maintain attentiveness, promotion of retention, ease of learning, motivation for self-learning and critical thinking and promotion of classroom collaboration was significantly higher. Conclusion: Interactive lecture proved to be more acceptable and useful than didactic lecture for learning enhancement.