Ramzan M, Mushtaq R, Ansar A, Bibi A, Sabah S, Mughal A, Nadeem S, Waheed K.
Effects of teaching method on assessment outcome.
Biomedica Jan ;31(3):209-14.

Background and Objectives: New teaching methods are under trial in most of the medical schools. The methodology is changing from usual methods (lectures), which are more teacher – centered to modern techniques which encourage students for self directed learning making them independent, life - long learners. We conducted this study to evaluate the assessment outcomes of two teaching methodologies (Lecture vs. Small group discussion) and their relationship with gender. Methods: A quasi – experimental study was conducted at Wah Medical College, Wah Cantt. Fourth year students of two sessions who appeared in written assessment were included in the study without any exclusion. During the session 2010 – 2011, the method of teaching adopted was lecturing for 'Communicable Diseases’ and small group discussion (tutorials) for ‘Nutrition and Health’, while during the session 2013 – 2014 ‘Communicable Diseases’ were taught in small groups (tutorials) and lectures were delivered for ‘Nutrition and Health’. A written assessment was placed at the end of each teaching session. The assessment scores of both teaching methodologies were compared. Data was analyzed using SPSS version 19. Independent samples t-test was applied to compare mean scores of both methodologies. Results: One hundred ninety six (54.3%) students appeared in assessments after Lectures and 165 (45.7%) after small group discussion (tutorials). Mean assessment score after small group discussions (62.80 ± 14.84) was significantly better as compared to Lectures (59.93 ± 12.01). The mean score of girls (63.05 ± 13.55) was significantly higher than that of boys (58.45 ± 12.81). Conclusion: It concludes that assessment scores may be improved by conducting small group discussion which may also improve the focus of boys.

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