Title: Effectiveness of Module Based E-learning as an Additional Tool to Compliment Didactic Lecture among Final Year MBBS Students
Authors: Dr Manjusha Viswanathan, Dr Viswanathan K V
DOI: https://dx.doi.org/10.18535/jmscr/v5i6.87
Abstract
Introduction and Back Ground
Lectures are the time tested and the oldest teaching method in a teacher’s repertoire. There is a general view that lectures are not effective teaching learning method. In the first two years of undergraduate medical education, the students attend more lectures and they rarely see patients. By the time they complete their undergraduate course they would have attended many more hours of lectures both in clinical specialties and other specialties(1). Hence effectiveness of this modality of teaching method merits our attention. The students rely substantially on lectures for their learning and this is likely to remain so in future also The effectiveness of lectures is dependent upon topic, the lecturer, the learner involved, the aids used and the time of the session.
In the wrong hands lecture can be boring .They may not fulfill the functions of developing, understanding and motivating students to learn. If the lecture is a monotonous reading of the matter from a text book, then the students will find it easier to learn from the book directly rather than listening to it (1) Various studies done also shows ineffectiveness of lecture as T/L method(2) The student feed- back analysis also shows that lecture is not an effective teaching learning method as opined by 71% of participants in a study(3)
So ultimately out- come of lectures depends upon the lecturer, the listener, the content and the context. But in-spite of all these factors lectures are here to stay
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