SUBJECTIVE EVALUATION OF THE OPINION OF THE MEDICAL STUDENTS REGARDING USE OF THE TEACHING LEARNING MEDIA DURING DIDACTIC LECTURES
To enhance successful communication, medical teachers are increasingly using teaching-learning media. To determine medical student’s perception of three such media (blackboard, overhead projector, and slides), and to generate recommendations for their optimal use, a prospective questionnaire –based study was carried out among 5 th semester medical students of the muzaffarnagar medical college & hospital muzaffarnagar. Students made a forced choice between the Three media on eight questions regarding their advantages and disadvantages and four aspects of a lecture(teaching-learning media, topic of lecture, teacher’s style of instructions and time of the day ) regarding which made the lecture most engaging. Re sulting data was analysed by Chi-square and fisher’s exact tests. Chalk and blackboard was rated as best in allowing interaction between student and teacher, helping in recall as well as to note down important points (p<0.001 each) The overhead projector was best in providing information point wise( p<0.001;57 students, 63.3, considered an advantage). Many students opined that slides covered the most subject matter per lecture(p<0.01;56 students, 62.3 percent, considered this a disadvantage). Slides also were best imparting clinical details, but were the most sleep inducing (p<0.01 each). The teacher’s style of instruction was most important in making the lecture engaging (p<0.001). The teacher’s role in the learning process is important. Students enjoy the slow pace and interaction allowed by blackboard, pointwise information presented by the overhead projector, and the clinical details a slide can provide. The results suggest that the lecture could best be a combination of two or more teachin glearning media. Student’s interaction should be encouraged whatever the media used