Preference of Chalkboard or PowerPoint Teaching as a Teaching Tool in Undergraduate MBBS students in Anatomy: A Comparative Study

Abstract

Introduction: Traditional chalkboard lectures and modern PowerPoint presentations are integral components of medical education, each possessing distinct attributes and advantages. The primary objective is to ascertain whether students exhibit a preference for one method over the other in terms of facilitating better understanding and ensuring long-term retention. This study investigates the preferences of 2nd and 3rd-year Bachelor of Medicine, Bachelor of Surgery students at B.P. Koirala Institute of Health Sciences, Dharan, Nepal, regarding the teaching methods employed in anatomy classes.
 Methods: The study was conducted in the Department of Human Anatomy of B.P. Koirala Institute of Health Sciences as a part of coursework. The research duration extended from April 21st to May 18th, 2019. Ethical clearance was obtained, and data collection utilized a pre-validated questionnaire, employing simple random sampling with an expected size of 120 among the 150 students. Statistical analysis was performed using Statistical Package for the Social Sciences version 11.5.
 Results: The study revealed varied student preferences for chalkboard and PowerPoint teaching methods. PowerPoint was favored for structured lectures, content clarity, and visual aids, while chalkboards were preferred for natural pauses, facilitating note-taking, and promoting long-term retention. Advantages cited included simplicity, interest stimulation, and ease of notetaking or diagram creation.
 Conclusions: The analysis of data led to the conclusion that both methods have unique merits in anatomy teaching. PowerPoint excels in clarity, organization, and visual aids, while chalkboards shine in student engagement, note-taking, and lecture continuity. A holistic, integrative approach that harnesses the strengths of both methods is recommended for optimal understanding and effectiveness in teaching anatomy.