Preferred Lectures Research Articles

Comparison of pharmacy student survey results: Student perceptions of face-to-face and online lectures during the COVID-19 pandemic

Background: The purpose of this study was to compare the results of student surveys obtained in 2021 and 2022 to assess the changes in student satisfaction levels and perceptions of face-to-face versus online lectures during the pandemic. Methods: A survey was conducted at Kitasato University in Japan using a questionnaire to help assess the most preferred lecture style for students and their level of satisfaction with online lectures. Results: In 2021, 81.7% of participants responded that they preferred online lectures. Although most courses returned to a traditional classroom setting in 2022, only 10% of students reported preferring face-to-face lectures, with an increasing number of somewhat dissatisfied participants. However, many students were satisfied with on-demand video lectures for review and hoped that these would continue to be available after the pandemic. Conclusion: Student expectations of online classes seem to have been met. Students preferred more flexibility and choice in lecture style. In the future, consistent scheduling and lecture styles will be essential factors in student satisfaction and engagement with their studies.

CALCULATOR APPLICATION FOR BIVARIATE DATA ANALYSIS: A TEACHERS’ TEACHING METHODS REPERTOIRE TECHNOLOGY SUPPLEMENT

This paper is a follow up to South Africa mathematics teachers’ request for teaching methods in which calculators are applied. It explored teachers’ teaching methods as a basis for the deducing teaching methods which require the application of calculator for instruction. Pragmatist philosophy facilitated the application of a combination of qualitative and quantitative research methods to enhance validity. Data was gathered from purposive sample of SHARP model EL-531 WH direct algebraic logic calculator manual analysis. This was the preferred calculator (rich source) available in the schools. Further document analysis was focused on mathematics textbooks and mathematics teaching methods. A survey of a purposive sample size (n = 49) teachers’ preferred mathematics teaching methods was carried out in the circuit. Focus group discussions with mathematics teachers funnelled to group perceptions. Direct quotations for qualitative data were used to present accurate reflection of opinions from individual participants’ registers. The study found that, most teachers (84%) preferred lecture and demonstration as the method for bivariate data instruction using calculators. The rationale was that it is a skills development technique which reserved teachers’ mathematics expert power. Unfortunately, some teachers were not experts in calculator applications. Project method was rated lowest because teachers have low knowledge of its use. This study’s participants learned how to interpret calculator manuals. This was an important contribution of the study to teacher skills development. In addition, the study’s formulation of project teaching method as one of the methods which can be used to teach bivariate data using calculators was its’ main contribution to teachers of mathematics. The calculator is mainly used as a motivation tool for computation. The study recommends the following teaching method: start by storytelling (Fuller-the human calculator of Virginia) is ideal. Plan the project from a problem project perspective to involve learners in solving the problem. Demonstrate the application of the calculator to check to the manual computation.

Blending Old and New Teaching Methods and Tools in Medical Education

OBJECTIVES To identify a preference for current teaching methods and use new teaching aids through feedback by medical students and teachers of first and second-year MBBS. METHODOLOGY This cross-sectional study was conducted on 91 MBBS students and teachers of Nowshera Medical College (NMC), Nowshera. Both male and female students and teachers of NMC of class first and second-year MBBS participated in the study. A feedback proforma-based questionnaire was filled out by all the participants online using Google forms. Participants were given the option to select more than one option in the case of the mode of teaching and tool of teaching. The data was collected, analyzed and presented in tabular and graphical forms using SPSS version 23. RESULTS Out of the 91 participants who responded to our research, 45 (49.5%) were males, and 46(50.5%) were female. The majority, 74 (81.3%), were MBBS students, while 17(18.7%) were MBBS teachers. Most of the participants selected more than one option. Most 48(52.7%) of the participants preferred lectures as the mode of delivery while 35(38.4%) opted for SGD, for demonstrations 14(15.3%), PBL 33(36.2%), assignments 13(14.2%0 and notes opted by 4(4.39%). 60.4% (55) were selected to use whiteboards and markers. Only 15.3% (14) were in favour of Powerpoint use, dissection 25(27.4%), models 29(31.86%), and figures 11(12%). CONCLUSION Lectures remain the most preferred teaching method in basic medical sciences among teachers and students, along with other teaching methods. Multiple teaching tools must be used during the class instead of solely depending on Powerpoint presentations.

온택트 시대 강의방식 변화에 따른 교육 만족도 연구

After the outbreak of COVID-19 pandemic, there have been a lot of changes around the globe. With the popularity of online communications, ontact culture has emerged, and its influence even reached an educational sector. In 2020, the Ministry of Education announced the launching and spread of ontact platform-based tele-education as conventional face-to-face classroom education became impossible. Such sudden change in teaching methods resulted in a lot of difficulties and complaints among college students and faculty members. Under these circumstances, this study attempted to investigate educational satisfaction after change in teaching methods in the ontact era against college students majoring in cosmetology. For this, a self-administered questionnaire survey was performed to examine their general characteristics, influence of COVID-19 pandemic on academic achievements, preferred lecture style and advantages & disadvantages by teaching method, and the results found the followings: Regarding respondents’ general characteristics, ‘college women’, ‘20s’, ‘4-member family’, ‘mid-high’ and ‘makeup’ were most responded in terms of gender, age, household type, academic grade and academic major respectively. In addition, many respondents said that they considered taking a leave of absence because of the COVID-19 pandemic. Concerning a preferred lecture style, face-to-face classroom lecture was preferred to untact lecture, but the difference was minor. In other words, they have adapted themselves to new educational environments over time. However, they still prefer conventional face-to-face classroom lecture which enables mutual communications and instant feedback. It is anticipated that the study results would be helpful in promoting studies on the development of educational services in the event of a COVID-19 pandemic-like dramatic crisis.

International Marketing Curriculum and Instructional Pedagogies: Cross-National Differences in Business Students

ABSTRACT This study explores B-school students’ perceptions of subject areas in international business/marketing as well as their preferred learning methods. We compared the responses of students from Peru, Guatemala, Mexico, and China. We found the students from the three Latin American countries mostly shared common perceptions of international marketing curriculum and pedagogies, but they were statistically different from their Chinese counterparts. Mexican and Peruvian students preferred multi-media, hands-on learning, and case analysis learning methods while Guatemalan students preferred having guest speakers in the classrooms. Chinese students, by contrast, preferred lectures, and hands-on applications. With respect to international marketing education, the biggest differences in subjects’ views from various countries were observed in the areas of product adaptation decisions. We also report some differences in international marketing subject areas and preference for methods of learning by gender and age groups.

Implications of the COVID-19 pandemic in education and vaccine hesitancy among students: a cross-sectional analysis from France

ABSTRACT The COVID-19 pandemic has negatively impacted not only students’ lives but also their professional perspectives. This study analyses the educational impact, perspectives, and vaccine hesitancy among higher education students enrolled in a business school during this pandemic. A cross-sectional study was carried out through univariate and bivariate analysis with their respective statistical significances. Supply Chain and International Logistics and Port Management represented 40.2% of the sample student population. Due to the COVID-19 pandemic, about 20% had to delay their graduation, 64.9% decreased their professional perspectives, 78.4% preferred in-person lectures, 67% felt depressed, and 32% demonstrated vaccine hesitancy. Other relevant results are also described and discussed. These insights can contribute to a better understanding of these phenomena by higher educational institutions (HEIs) to enhance their experiences not only in distance learning but also to provide better designed support services to their students during this pandemic crisis.

Students’ Preferences for Teaching Methods and their Performances in Schools of Nursing, Nigeria

Background: Suboptimal academic performance by the majority of students at higher educationallevel has been linked with ineffective teaching methods by teachers/lecturers. The aim of this studywas to assess teaching methods, academic, and clinical performances among student nurses in schoolsof nursing, in North-west Nigeria.Methods: The study adopted a mixed approach of a cross-sectional design. The sample comprises of95 tutors, 31 clinical instructors, 698 students, and the final year students from five selected schools. Anadapted questionnaire was used for data collection. Quantitative data were analyzed using descriptiveand inferential statistic with the aid of IBM SPSS Version 20. The qualitative data were summarizeusing thematic content analysis.Results: Lectures, demonstration, and discussion were the most frequently used methods of instructionin the schools. The average academic performances of students were credit (C). The academicperformance of students in the final examination and Nursing Council Exam was “Pass”. Most ofthe students obtained a C-grade in the clinical examination. The clinical performance rating of thestudents in both the school and the nursing Council was “Pass” grade. There was a Significant positivecorrelation between the academic performance of third year students and their clinical performance(<.05). Most students were satisfied with lecture teaching method because of its ability to ensurecurriculum coverage.Conclusions: Clinical performance of students increased with an increased academic performance.Students preferred lectures and demonstration as methods of instruction. The tutors should trained andmotivated students to use students’ centred Learning methods in the administration of their lessons.

Students’ Preferences for Teaching Methods and their Performances in Schools of Nursing, Nigeria

Background: Suboptimal academic performance by the majority of students at higher educationallevel has been linked with ineffective teaching methods by teachers/lecturers.The aim of this study wasto assess teaching methods, academic, and clinical performances among student nurses in schools ofnursing, in North-west Nigeria..Methods: The study adopted a mixed approach of a cross-sectional design.The sample comprises of95 tutors, 31 clinical instructors, 698 students, and the final year students from five selected schools. Anadapted questionnaire was used for data collection. Quantitative data were analyzed using descriptiveand inferential statistic with the aid of IBM SPSS Version 20. The qualitative data were summarizeusing thematic content analysis.Results: Lectures, demonstration, and discussion were the most frequently used methods of instructionin the schools. The average academic performances of students were credit (C). The academicperformance of students in the final examination and Nursing Council Exam was “Pass”. Most ofthe students obtained a C-grade in the clinical examination. The clinical performance rating of thestudents in both the school and the nursing Council was “Pass” grade. There was a Significant positivecorrelation between the academic performance of third year students and their clinical performance(<.05). Most students were satisfied with lecture teaching method because of its ability to ensurecurriculum coverage.Conclusions: Clinical performance of students increased with an increased academic performance.Students preferred lectures and demonstration as methods of instruction. The tutors should trained andmotivated students to use students’ centred Learning methods in the administration of their lessons.

A Study on the Advantages and Disadvantages of the Online Teaching Program Conducted in the Department of Anatomy, AIIMS, Raipur – Students' Perspective

Background: Medical education in India always relied on the traditional classroom method of teaching. The current COVID pandemic brought a situation where online classes have taken precedence over the traditional classroom teaching. Here we attempt to see from the students' perspective whether online classes can replace the traditional classroom teaching. Aims and objectives: We aimed to study the advantages and disadvantages of online learning. Materials and methods: Online live streamed classes using Free Conference Call app were held in the Department of Anatomy, AIIMS Raipur. Live streaming, pre-recorded lecture videos were supplemented by cadaveric dissection videos, assignments etc posted in Google Classroom. Feedback regarding the online classes were obtained from first year undergraduate medical students using Google Forms. Results: A total of 72 students responded to the survey. 57 students used mobile phones to access the classes. 10 students preferred the online classes with chalk and board lecture, 23 students preferred lecture with PowerPoint presentation while the rest preferred online classes with chalk and board lecture followed by PowerPoint presentation. Out of the total (n=72) respondents, majority of them experienced technical issues which hampered their online learning experience. Owing to this reason, 43 students showed preference for pre-recorded videos over online live classes. 41.7% of the students opined that online classes should be included as a part of MBBS anatomy curriculum. Conclusion: Online learning in the form of live classes and recorded videos can be included as a part of routine Anatomy curriculum but it can never be a substitute for interactive face to face classroom learning and practical session.

Environments, processes, and outcomes - using the LEPO framework to examine medical student learning preferences with traditional and electronic resources

ABSTRACT Changes in medical student learning preferences help drive innovation in teaching and require schools and commercial resources to quickly adapt. However, few studies have detailed the relationship of learner preferences to the environment and teaching modalities used in the pre-clerkship years, nor do they incorporate third-party resources. Our study attempts to analyze learner preferences by comparing the use of traditional and third-party resources. In 2017–18, a survey was distributed to medical students and residents at two accredited medical schools. Participants noted preferred styles of learning regarding lecture duration, timing, location, format, third-party resources, learner types and USMLE Step 1 scores. The ‘Learning Environment, Learning Processes, and Learning Outcomes’ (LEPO) framework [5] was used to examine learner preferences, with responses compared using the Mann-Whitney U and two proportion z-tests. A total of 329 respondents completed the survey: 62.7% medical students and 37.3% residents. The majority of participants identified their learning style by Kolb [6] as converging (33.0%) or accommodating (39.2%). Students preferred lectures 30–40 minutes long (43.3%), during morning hours (54.2%), in their own homes (52.0%), via online lectures with simultaneous drawings (56.0%), and classroom/podcast lectures with PowerPoint® presentations (54.3%). Overall, students rated third-party resource characteristics higher than traditional curricula, including effectiveness of teachers, length, quality, time of day, and venue (p < 0.001), but also preferred small group formats. Students reported animated videos (46.6%) and simultaneous drawings (46.5%) as the most effective means of retaining information. Understanding changing learner preferences is important in creating optimal curricula for today’s students. Using the LEPO framework, this study identifies critical preferences in successfully teaching medical students, inclusive of commercial and traditional resources. These results can also help guide changes in pedagogy necessary due to the more recent COVID-19 pandemic.

Distance Learning and Undergraduate Saudi Students’ Agency during the COVID-19 Pandemic

To investigate college students’ agency during the COVID-19 pandemic, a sample of translation students and instructors was surveyed. It was found that 55% of the participants were dissatisfied with distance learning (DL), online communication and had difficulty understanding online lectures. Findings also showed absence of goals, low self-efficacy, low student engagement and motivation, and a negative role. The most common concern was exams and passing courses with high grades. Instructors reported that many students were not interested in online learning, in doing assignments, refused to give oral presentations, did not participate in online class discussions, preferred lecture recordings, cheated on exams, overslept and started exams late. Recommendations for increasing translation students’ agency in DL are given.

Medical Student Video Use and Summative Exam Performance during the First-Year Pre-Clinical Coursework and Implications in Distance Education

ABSTRACTMedical student use of lecture video (live-streaming and/or recorded) at a regional medical school campus that utilized distance educational technology to deliver first-year pre-clinical lecture content, was examined. Additionally, medical student video lecture use was compared to student performance on summative exams and final course grades. All learners achieved desired scientific competencies across all courses irrespective of their use of live-streamed or recorded video formats. Throughout the course of the year, medical student video use partitioned into one of two groups: students that only watched lecture in live-streaming format, and those that watched lecture only in recorded format. Interestingly, those medical students that predominantly preferred view lectures using the live-streaming format tended to achieve better summative test scores and final course grades compared to their peers that primarily utilized recorded video to obtain lecture content. Retrospectively, dimensions of personality scores were compared between the two groups (live-streaming viewers versus recorded viewers), and, of the five dimensions of personality, only the domain of conscientiousness differed between the two groups. This study suggests that, while medical students reached academic milestones utilizing either recorded or live-streamed video for obtaining lecture content during their first-year pre-clinical courses, there may be factors of learner personality influencing video use preference which in turn enhances student performance on summative exams and final course grades. These findings may have implications in curriculum design for other distance educational formats emphasizing classical scientific competencies in post-undergraduate study that rely on video delivery of lecture content.

Impact of lecture delivery by using PowerPoint presentation and black board and chalk in second year MBBS students in Pharmacology

Background: The use of electronic media and audio-visual aids for teaching has become increasingly common in medical colleges. This teaching method is considered superior to blackboard and chalk by majority of the students and teachers. But the quality of medical education has not drastically improved in comparison. This study compares the impact of lecture delivery using PowerPoint presentation as opposed to blackboard and chalk in medical students attending pharmacology classes.Methods: This was a cross sectional study done in the second year MBBS students attending pharmacology classes in the Department of Pharmacology at Government Medical College, Thrissur in the year 2017. Students were given lectures on two similar topics, one using PowerPoint presentation and the other using blackboard and chalk by the same teacher. The students were given a post-test after each lecture and marks were analysed using Independent student’s t test. A feedback was also taken from the students regarding the two lecture delivery methods and the data is expressed in percentages.Results: This study was done in 149 medical students who attended pharmacology classes. The students scored significantly higher marks in the post-test when the lecture was taken using black board and chalk (p &lt;0.001). 58% of the students preferred lecture delivery using PowerPoint compared to 38% preferring black board and chalk. 4% of the students considered both methods equally good.Conclusions: Lecture delivery using black board and chalk was found to be more efficacious than power point presentation when the marks of the post-tests were compared. However, majority of the students preferred lecture delivery using power point to blackboard and chalk.

Building Health System Capacity through Medical Education: A Targeted Needs Assessment to Guide Development of a Structured Internal Medicine Curriculum for Medical Interns in Botswana.

Background:Medical internship is the final year of training before independent practice for most doctors in Botswana. Internship training in Botswana faces challenges including variability in participants’ level of knowledge and skill related to their completion of medical school in a variety of settings (both foreign and domestic), lack of planned curricular content, and limited time for structured educational activities. Data on trainees’ opinions regarding the content and delivery of graduate medical education in settings like Botswana are limited, which makes it difficult to revise programs in a learner-centered way.Objective:To understand the perceptions and experiences of a group of medical interns in Botswana, in order to inform a large curriculum initiative.Methods:We conducted a targeted needs assessment using structured interviews at one district hospital. The interview script included demographic, quantitative, and free- response questions. Fourteen interns were asked their opinions about the content and format of structured educational activities, and provided feedback on the preferred characteristics of a new curriculum. Descriptive statistics were calculated.Findings:In the current curriculum, training workshops were the highest-scored teaching format, although most interns preferred lectures overall. Specialists were rated as the most useful teachers, and other interns and medical officers were rated as average. Interns felt they had adequate exposure to content such as HIV and tuberculosis, but inadequate exposure to areas including medical emergencies, non-communicable diseases, pain management, procedural skills, X-ray and EKG interpretation, disclosing medical information, and identifying career goals. For the new curriculum, interns preferred a structured case discussion format, and a focus on clinical reasoning and procedural skills.Conclusions:This needs assessment identified several foci for development, including a shift toward interactive sessions focused on skill development, the need to empower interns and medical officers to improve teaching skills, and the value of shifting curricular content to mirror the epidemiologic transition occurring in Botswana. Interns’ input is being used to initiate a large curriculum intervention that will be piloted and scaled nationally over the next several years. Our results underscore the value of seeking the opinion of trainees, both to aid educators in building programs that serve them and in empowering them to direct their education toward their needs and goals.

Dental students’ perceptions and feedback on teaching and learning pharmacology

Background: There is a shift in the teaching learning process with the advent of newer methodologies. The present study was conducted to obtain feedback from 2 year dental students regarding teaching and learning methodology and their perception about pharmacology.Methods: This was an observational, cross-sectional questionnaire based survey. A self-designed questionnaire containing 10 questions with 4-6 options regarding the teaching and learning methodology was given to 2nd year dental students. Responses was collected and data was compiled in Microsoft excel and statistically analyzed.Results: A total of 97 students participated in this survey. Students opinion revealed that, Gastrointestinal followed by general pharmacology and cardiovascular system were the most favorite topics. Majority preferred studying from “standard text books” and method of learning was “understanding” of the subject rather mugging. Majority of the students said that preferred lectures taken via LCD projectors and rated viva and MCQ as preferred method of evaluation university exams. Interactive classes and tutorials were the most preferred techniques.Conclusions: The study concluded that interactive classes and overhead /LCD based lectures should be inculcated in routine learning and teaching program of pharmacology. There is a need to qualitatively assess the various teaching and learning methods, so as to understand students views and their perception for improving teaching and learning pharmacology. The outcome will help us to modify and improve quality of under graduate dental pharmacology teaching and learning.

Assessment of effectiveness of different teaching methodologies and perception about pharmacology among 2nd year dental students: A cross-sectional study

CONTEXT: Reviewing the teaching programs by taking feedback from the students at regular intervals gives us input into the strength of the pharmacology curriculum so that necessary reforms can be undertaken to improve students' performance. AIMS: This study aims to obtain feedback from 2nd year Bachelor of Dental Surgery (BDS) students regarding their preferred teaching method and their perception about pharmacology. SETTING: A study done at Mallareddy Dental College for Women (MRMCW), Hyderabad. DESIGN: A cross-sectional survey. SUBJECTS AND METHODS: A prevalidated questionnaire containing 17 questions with 2–6 options each were administered to 73 2nd year BDS students studying at MRMCW, Hyderabad. The data so obtained were entered into Microsoft Excel and statistical analysis was done. STATISTICAL ANALYSIS USED: Descriptive statistics were used for analysis of the data. RESULTS: The majority (84%) of students preferred lecture as their preferred teaching method in Pharmacology. Most students wanted lecturers to use liquid crystal display (LCD) projection while taking class (37.8%). 70.8% of students did not prefer studying in tutorials while 29% of them wanted tutorials. The majority of students (57.1%) wanted revision classes regularly after completion of each system, and 84.7% of students wanted pharmacology practicals to be a combination of pharmacy practicals with clinically oriented classes and 93% of them wanted pharmacology to be integrated with medicine. CONCLUSIONS: Lectures using LCD projection was the preferred mode of learning in this setting. There is a need to incorporate more clinically oriented exercises in pharmacology practicals to prepare the students toward being a competent dentist.

Preferred mode of teaching – For attitude, aptitude and effectiveness of dental students

IntroductionThe study was designed to assess perception of dental students towards various teaching aids used for providing study method. A comparison between traditional methods of teaching such as blackboard and chalk with lecture delivery using projectors and transparencies and PowerPoint presentation. Materials and methodFirst year dental students were asked to fill a questionnaire regarding their perception towards various study method delivery systems. The students were also interviewed after analysis of result. ResultsMajority of dental students (42%) preferred blackboard and chalk whereas 31% preferred PowerPoint presentations and only 26% preferred projectors and transparencies. DiscussionThe students preferred lectures over PowerPoint presentations; however, there was no clear cut demarcation as to superiority of any method. Main preference was interaction with teacher as came out in interview with students. Thus it highlights that in hands of a trained teacher any prop is useful. It also highlights the need for training teachers to better use recent advances in technologies to better deliver and further motivate students.

Perception of medical students toward teaching aids during physiology lectures: a cross-sectional study

Background: The students’ learning depends on three forms of sensory modalities, that is, visual, aural, and kinesthetic collectively known as VAK. In view of this, the teacher should adapt the teaching style that fits with each student’s learning style. Objective: To assess students’ perception toward didactic lecture using chalk and board and PowerPoint (PPT) during physiology lectures and to assess students’ preference of teaching aid for didactic lecture. Materials and Methods: The study was conducted among 100 medical students of first-year MBBS of 2014 batch in Physiology Lecture Hall, Belgavi Institute of Medical Sciences, Belgavi, Karnataka, India. Five physiology didactic lectures were taught by using chalk and board and five lectures were taught with the help of powerpoint (PPT). Students’ feedback was collected by administering prestructured and pretested questionnaire. The students were asked to rank each item of questionnaire on a five-point Likert scale. The students were also asked about their preference of teaching aid. Students’ responses were analyzed by using nonparametric test, the Wilcoxon signed-rank test and student’s ‘t’ test. Result: Wilcoxon signed-rank test was used to compare different parameters between powerpoint (PPT) and blackboard (BB). The total score was assessed by Student’s ‘t’ test. Students felt and preferred didactic lecture using blackboard over powerpoint. A total of 46.73% students preferred BB teaching over PPT whereas 32.60% students preferred BB aided with PPT. Conclusion: In this study, students opined that didactic lecture using chalk and board was better compared with PPT in the parameters such as stimulating interest, taking down notes or diagrams, flow of thought, recalling tough points, facilitation of interaction between student and teacher, and overall effectiveness of presentations; the difference being statistically significant. The students preferred BB teaching over PPT.

Survey Study of Current Status of and Need for Mental Health Education Enhancing Protective Factors in the Elementary Schools

Purpose: The purpose of this study was to survey the current status of mental health education and need for mental health education enhancing protective factors in the elementary schools. Methods: We surveyed 10 school health teachers and 328 fifth- and sixth-grade students using 19- and 20-item questionnaires, respectively. Results: All of the teachers and 65.2% of the students replied that they were either teaching or being taught mental health in school. Topics covered suicide, depression, school violence, and Internet addiction. All of the teachers and 84.1% of the students expressed the need for mental health education enhancing protective factors in school. Both groups replied that two sessions are enough. The teachers preferred role play and discussion as teaching methods, and audiovisual materials and computer as instructional media. The students preferred lecture and role play as teaching methods, and audiovisual materials and smartphone as instructional media. Both groups ranked self-esteem, parent-child relationship, peer relationship, and emotional regulation as the most important topics to be covered in the education. Conclusion: There is a high demand for mental health education enhancing protective factors. Therefore, it is recommended to develop educational programs enhancing protective factors by enabling formal and informal learning using smartphone.

Preference and views on lecture delivery methods of clinical students in Bayero University Medical School

Background: Lectures are essential parts of undergraduate medical education for the transfer of information to students. The traditional method of lecture delivery is widely practiced while some lecturers prefer the use of multimedia powerpoint. Objectives: This study intends to find out the preference and views on lecture delivery methods among the clinical students of Bayero University Medical School. Materials and Methods: This is a descriptive cross-sectional study involving the 400, 500 and 600 levels students. Self-administered pretested questionnaires were administered. Data were analysed by the use of frequencies and percentages. The difference between the various classes was analysed using one-way ANOVA with a P < 0.05 considered to be significant. Results: The age range is between 20 and 41 years with a mean age of 24.9 ± 2.91. There are 171 males and 90 females with a male: female ratio of 1.9:1. The predominant method of lecture delivery by teachers is the use of multimedia powerpoint, 215 (82.4%). Most of the students, 185 (70.9%) prefer a combination of the traditional and powerpoint methods, whereas 13 (12.6%) prefer the use of powerpoint while a minority 33 (5%), the traditional method. Majority, 181 (69.3%) are of the view that the duration of lectures should not exceed 1 h. Conclusion: A combination of the traditional method and multimedia powerpoint is the preferred lecture delivery method of Bayero University clinical students and they opined that lectures should not exceed an hour.