Abstract
Background: Classical teaching methods by faculty lectures and text-based materials are thought to be less interactive and research aimed to compare the effectiveness based on mnemonics is the need of the hour.Methods: All study enrolled students underwent a pre-test on six physiology topics. The pretest retention capacity of knowledge of all the students was assessed by multiple choice questions (MCQs). Later students were randomly assigned to the intervention-based mnemonic text-reading group which served as Group A or non-intervention group (control) which served as Group 2. Group A was subdivided in to group A1, group A2, group A3, group A4 and group A5 consisting 10 students in each with mnemonics-based teaching on six topics randomly assigned among them and educated. Similarly, group B was also subdivided into group B1, group B2, group B3, group B4 and group B5 consisting 10 students in each and were taught same six topics without the aid of mnemonics. The mean score difference and percentage between intervention and non-intervention group was compared and compared between pretest and posttest.Results: The data were analyzed by ANOVA followed by Dunnett’s multiple comparison test. Unpaired T rest with Two paired ‘p’ value.
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