Authors
- . Mohammad Rehan Asad
- . Khwaja Amir
- . Naser Ashraf Tadvi
- . Kamran Afzal
- . Waqas Sami 1
- . Abdul Irfan 2
1 Department of Public Health and Epidemiology, College of Medicine, Majmaah University
2 Department of Medical Education, College of Medicine, Majmaah University, Saudi Arabia
Abstract
OBJECTIVE: The objective of this study is to explore the student’s perspectives toward the interactive
lectures as a teaching and learning method in an integrated curriculum.
MATERIALS AND METHODS: This cross‑sectional study was conducted among 1st, 2nd and
3rd year male medical students (n = 121). A self‑administered questionnaire based on the Visual,
Auditory, Reader, Kinesthetic learning styles, learning theories, and role of feedback in teaching
and learning on five‑point Likert rating scale was used. The questionnaire was constructed after
extensive literature review.
RESULTS: There was an 80% response rate in this study. The total number of undergraduate medical
students responded in the study were n = 97, 34 students of 1st year, n = 30 students of 2nd year and
n = 33 student were in 3rd year, the mean scores of the student responses were calculated using
Independent samples Kruskal–Wallis. There was no significant difference in the responses of the
students of different years except for the question “The Interactive lectures facilitate effective use of
learning resources.” Which showed significant difference in the responses of the 3 years students by
Independent samples Kruskal–Wallis test. No significant association was found between the year of
study and items of the questionnaire except for the same item, “ The Interactive lectures facilitates
effective use of learning resources” by Spearman rank correlation test.
CONCLUSION: The students perceive interactive lecture as an effective tool for facilitating visual and
auditory learning modes, and for achieving curricular strategies. The student find the feedback given
during the interactive lectures is effective in modifying learning attitude and enhancing motivation
toward learning.
Keywords
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