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首页> 外文期刊>Journal of Education and Health Promotion >Perception of medical undergraduate students about interactive lectures in an outcome-based integrated curriculum: A cross-sectional study
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Perception of medical undergraduate students about interactive lectures in an outcome-based integrated curriculum: A cross-sectional study

机译：基于结果的综合课程中的医学本科生对交互式讲座的感知：一项横断面研究

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Objective: The objective of this study is to explore the student's perspectives toward the interactive lectures as a teaching and learning method in an integrated curriculum. Materials And Methods: This cross-sectional study was conducted among 1st, 2nd and 3rd year male medical students ( n = 121). A self-administered questionnaire based on the Visual, Auditory, Reader, Kinesthetic learning styles, learning theories, and role of feedback in teaching and learning on five-point Likert rating scale was used. The questionnaire was constructed after extensive literature review. Results: There was an 80% response rate in this study. The total number of undergraduate medical students responded in the study were n = 97, 34 students of 1st year, n = 30 students of 2nd year and n = 33 student were in 3rd year, the mean scores of the student responses were calculated using Independent samples Kruskal–Wallis. There was no significant difference in the responses of the students of different years except for the question “The Interactive lectures facilitate effective use of learning resources.” Which showed significant difference in the responses of the 3 years students by Independent samples Kruskal–Wallis test. No significant association was found between the year of study and items of the questionnaire except for the same item, “ The Interactive lectures facilitates effective use of learning resources” by Spearman rank correlation test. Conclusion: The students perceive interactive lecture as an effective tool for facilitating visual and auditory learning modes, and for achieving curricular strategies. The student find the feedback given during the interactive lectures is effective in modifying learning attitude and enhancing motivation toward learning.
机译：目的：本研究的目的是探索学生对交互式讲授的观点，将其作为综合课程中的一种教与学方法。材料和方法：本研究是在1 st ，2 nd 和3 年的男医学生中进行的（n = 121） 。使用基于视觉，听觉，阅读器，动觉学习风格，学习理论以及反馈在五点李克特评定量表中的教与学作用的自我管理调查表。该问卷是在广泛的文献综述之后构建的。结果：这项研究的回应率为80％。本研究中回应的大学医学生总数为n = 97、34名1岁以下的学生，n = 30名2岁以下的学生和n = 33名学生在3年级，使用独立样本Kruskal–Wallis计算学生回答的平均分数。除了“交互式讲座有助于有效利用学习资源”这一问题外，不同年份学生的回答没有显着差异。通过独立样本Kruskal–Wallis检验，这3年级学生的回答显示出显着差异。通过Spearman等级相关性测试，同一年份“交互式讲座有助于有效利用学习资源”这一项目与研究年份和问卷项目之间没有显着相关性。结论：学生认为交互式讲座是促进视觉和听觉学习模式以及实现课程策略的有效工具。学生发现在互动讲座中给出的反馈意见对于改变学习态度和增强学习动机非常有效。

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