Didactic Lectures and Interactive Sessions in Small Groups: A Comparative Study among Undergraduate Students in Hawler College of Medicine

Abstract

Aims: To study and compare didactic lectures with interactive sessions in small groups among undergraduate medical students. Study Design: A quasi-experimental research design. Place and Duration of Study: Hawl er College of Medicine, between October 2011 and May 2012. Methodology : Two administrative groups of students were selected out of four grou ps of medical students in their final year at Hawler College of Medici ne. A pretest and post test evaluation of both experimental and compar ison groups was conducted using the same criteria. A questionnaire was used to address students' perception of the new teaching method. For comparing the results of both groups in the examination, we computed t he mean mark achieved by each group (pre and post test). Student’s t - test was used to compare means of both groups. Research Article Britis h Journal of Education, Society & Behavioural Science, 3(2): 144-153, 2013 145 Results: Out of 72 students who were originally included in t he study, 64 students (88.8%) of both groups performed both pre and po st test examinations. The age range of the students was 21-26 (mean ag e+ S.D 23.25+ 1.01). There was no statistically significant difference between the two means (pre and post) of the lecture format (P = 0.15) , while the difference between the two means of problem-solving intera ctive class was statistically significant. Students in the study group showed higher marks than students in the lecture format (P = 0.059). Twenty eight (90%) students found interactive sessions more active way of learning than lectures, 29 (93%) students agreed that interactive sessions provide more group interactive skills. There were some negati ve attitudes like heavy workload on students (55%), and uncertainty ab out the accuracy of information from colleagues (52%). Conclusion: Eff ectiveness of small group teaching may depend on the teaching style in small groups.