Abstract
Abstract:
 
 Objective:
 To find effectiveness between online and traditional classroom teaching methods among final year class of MBBS.
 Methods:
 An observational study conducted at King Edward Medical University Lahore in April 2020 among the final year class of MBBS. Two Likert-scale questionnaires generated on Google Docs after taking approval from the university’s ethical committee. Informed consent was taken and all students of the final year class of MBBS, of both genders, were included. Univariate analysis was done taking preference of teaching method as a primary objective. P-value ≤0.05 considered significant. Data was analyzed using SPSS v20.
 Results:
 Three hundred and three (n=303) students responded to the traditional model and three hundred and ten (n=310) responded to online. Overall, the mean value of student preference for the traditional mode of teaching was higher than online (3.62 vs. 3.09). Univariate analysis showed, in the traditional mode of teaching students felt more concentrated during lectures (p<.001) and had more interclass interaction (p<.001). The student felt the online mode of teaching more effective (p=0.02) and found it more feasible to respond to class tests (p=0.01). However, both methods were significant regarding increasing productivity of students (p<.001, p<.001), non-complex (p=0.01, p=0.01) and enjoyable (p<.001, p=0.01)
Highlights
Effective medical education requires versatility, energy and dedication in the presence of a busy healthcare delivery background.[1]
Univariate analysis of variables showing their relation with preference of teaching (Question 20) shown in (Table 2)
This research analyzed to what degree student prefer their teaching method, we examined possible explanations for their selection
Summary
Effective medical education requires versatility, energy and dedication in the presence of a busy healthcare delivery background.[1]. Various studies have reported with a viewpoint that new medical graduate students are not ready for their responsibilities as healthcare providers 4. Traditional learning means that the teacher is the regulator of the educational setting. The teacher performs the character of trainer (in the form of lectures) and judgment-maker They consider students to have 'knowledge gaps’ that need to be covered with knowledge 5. The traditional teacher views that it is the instructor who creates learning to take place.[5] Given the criticism this school model has faced from
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
