Learners Centered Comparison of Large Group Interactive Session Versus Conventional Lecture: Basic Medical Sciences

Interactive Sessions vs. Lectures in Basic Sciences

Abstract

ABSTRACT

Introduction: To impart knowledge to their learners, educational institutions employ a variety of teaching strategies. Many educational institutions regularly employ conventional lecture (CL) teaching methodology in comparison large group interactive session (LGIS) helps to enhance the fundamental abilities needed for all tasks, such as communication skills.

Objective: To evaluate effectiveness and learner’s perception of Large group interactive session over conventional lectures.

Materials and Methods: cross-sectional study was performed with the help of one hundred first-year MBBS learners who were split into two equal groups, A and B. Both groups received experiences with large group interactive sessions (LGIS) and conventional lectures (CL) during the two phases of the study. There were multiple-choice tests conducted before and after phases 1 and 2. By using a pre-validated questionnaire based on Likert's scale. Pre- and post-test results were compared using the student's t-test, with p<0.05 being regarded as significant.

Results: The mean result of pre & post-test scores of Group B (Phase 1, LGIS) were 26.9 and 29.7 respectively with a statistically highly significant p-value of 0.000. After crossover in (Phase 2, LGIS) Group A yielded statistically significant p-value of 0.042 again. According to 45 (90%) and 30 (60%) learners described large group interactive session phase 1 & 2 as interactive respectively.

Conclusion: Active participation and effective communication are key components of LGIS, which also fosters strong knowledge retention. It was added to the new curriculum in an effort to boost learners' productivity.