Abstract
Aims: To study and compare didactic lectures with interactive sessions in small groups among undergraduate medical students. Study Design: A quasi-experimental research design. Place and Duration of Study: Hawler College of Medicine, between October 2011 and May 2012. Methodology: Two administrative groups of students were selected out of four groups of medical students in their final year at Hawler College of Medicine. A pretest and post test evaluation of both experimental and comparison groups was conducted using the same criteria. A questionnaire was used to address students' perception of the new teaching method. For comparing the results of both groups in the examination, we computed the mean mark achieved by each group (pre and post test). Student’s t -test was used to compare means of both groups. Research Article British Journal of Education, Society & Behavioural Science, 3(2): 144-153, 2013 145 Results: Out of 72 students who were originally included in the study, 64 students (88.8%) of both groups performed both pre and post test examinations. The age range of the students was 21-26 (mean age+ S.D 23.25+ 1.01). There was no statistically significant difference between the two means (pre and post) of the lecture format (P = 0.15), while the difference between the two means of problem-solving interactive class was statistically significant. Students in the study group showed higher marks than students in the lecture format (P = 0.059). Twenty eight (90%) students found interactive sessions more active way of learning than lectures, 29 (93%) students agreed that interactive sessions provide more group interactive skills. There were some negative attitudes like heavy workload on students (55%), and uncertainty about the accuracy of information from colleagues (52%). Conclusion: Effectiveness of small group teaching may depend on the teaching style in small groups.
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