Authors : Malini M, Ravi G N, Sudhir G K, Anand K S S A, Jyothi S
DOI : 10.18231/j.ijcap.2020.065
Volume : 7
Issue : 3
Year : 2020
Page No : 316-319
Background: Traditional didactic lectures is one of the commonly followed method of teaching learning
in most of the medical colleges to teach undergraduate medical students till now. This method is a passive
method of learning in which teacher will be talking and students has to listen, this type of teaching
is dominating our MBBS curriculum. Students find these lecture classes very boring. Also after the
implementation of new competency based medical education (CBME) by Medical council of India, medical
education for undegraduates needs lots of recent improvements to provide satisfactory changing demands
in medical practice. Physiology lecture classes was restructured with introduction of pre and post-test,
knowledge before and after the lecture were obtained by comparing the test scores before and after to
evaluate the enhancement of learning after the lectures. Also feedback regarding the introduction of pre &
post -test from the students were taken for evaluating the effectiveness of lectures with the introduction of
the test before and after the lecture classes.
Aims and Objectives: 1. To provide Pre-test & Post-test questions before lecture and after lecture classes
on the topic; 2. To evaluate the enhancement of Learning after lecture based on post-test scores; 3. To
evaluate the effectiveness of physiology lecture among students in relation to feedback obtained.
Materials and Methods: The present study was conducted on 150 First year M.B.B.S during Physiology
lectures, after obtaining Ethical clearance from the Instituitional Ethical Committee, Adichunchanagiri
Institute of Medical Sciences, Adichunchanagiri university.
I MBBS(150) students after obtaining consent for voluntary participation were asked to take the pre-test
question s containing 20 multiple choice questions on topic “Cardiac cycle & Cardiac output” and the same
20 multiple choice questions were provided to the students at the end of the four hour lecture classes on
the topic. Performance of the students with the salient concepts on the topic were assessed by the pretest
& post-test scores. Feedback from all students were obtained regarding perception of students on the
use of pre and post –test in learning the salient concepts in physiology were obtained by administering a
questionnaire.
Results: Pre-test score of the students obtained before the start of the lecture was 5.57 1.29 and the Posttest
score of the students obtained after the end of four hour lecture classes on the topic was 15.26 9.7
(p < 0>
of the students felt that test was very interesting, innovative, they could focus more on the lecture classes,
it helped them to learn the salient concepts in physiology, also most of them felt competitive aspect of the
test contributed to their effectiveness and most of them wanted it during lectures.
Conclusion: From the present study we would like to conclude that introducing pre and post-test in lectures
could enhance learning among students. Also we could evaluate the effectiveness of lectures by introducing
pre and post-test based on feedback obtained from the students.
Keywords: Pre-test, Post-test, Effectiveness, Physiology lectures, Teaching-learning methods.