Perception and Preferences of Undergraduate Medical Students Regarding the Use of Contemporary Teaching Aids at Dow International Medical College, Karachi

Authors

  • Atif Mahmood Dow International Medical College, Dow University of Health Sciences, Karachi, Pakistan.
  • Fahmida Khatoon Department of Biochemistry, Dow International Medical College, Dow University ofHealth Sciences, Karachi, Pakistan.
  • Mukarram Ali Department of Forensic Medicine, Dow International Medical College, Dow University ofHealth Sciences, Karachi, Pakistan.
  • saimaejaz Department of Physiology, Dow International Medical College, Dow University of Health Sciences, Karachi, Pakistan.
  • Kamran Afzal Department of Physiology, Dow International Medical College, Dow University of Health Sciences, Karachi, Pakistan.
  • Masood A. Qureshi Department of Physiology, Dow International Medical College, Dow University of Health Sciences, Karachi, Pakistan.

Abstract

In this study, perception and preferences of the medical students’ studying at Dow International Medical College have been described about the use of different teaching aids.
Methods: Cross sectional survey was conducted on a stratified random sample of 200 undergraduate medical students
during the month of October 2010at Dow International Medical College, Karachi, Pakistan.

Results: 80% of the students responded to the questions asked. Over all 40% of the students chose PowerPoint presentations as a reliable mode of teaching and favoured it as interesting and interactive teaching aid over Problem Based Learning (28.8%), Audio visual Aid (18.6%) and White Board (12%). They believe that PowerPoint provides a better learning experience as compared to other teaching tools. Projectors as a teaching tool was rejected by the students.
Conclusion: This article serves as a source of valuable information for the faculty members. Students have chosen PowerPoint presentations as the best teaching aid and have preferred the integration of different teaching tools for better understanding. Teachers will be able to use this information to develops better understanding about the subject matter among students by considering their learning style preferences. It will also facilitate them in developing interest and active participation of students in the classroom.

Downloads

Download data is not yet available.

References

Barr RB, Tagg J. A new paradigm for undergraduate education. Change 1995; 27:13-25.

Rao S, DiCarlo S. Active learning of respiratory physiology improves performance on respiratory physiology examinations. Adv Physiol Educ 2001; 25:127-33.

Gudmundsdottir S, Shulman L. Pedagogical content knowledge in social studies. Scand J Educ Res 1987; 31:59-70.

Tennyson R. An instructional strategy planning model to improve learning and cognition. Computers in Human

Behaviour 1988; 4:13-22.

James WB, Gardner DL. Learning styles; implication for distance learning. New Dir Adult Contin Educ 1995;

:19-32.

Fleming ND. I'm different; not dumb. Modes of presentation (VARK) in the tertiary classroom. In Zelmer,A, (Ed) Research and Development in Higher Education, Proceedings of the 1995 Annual Conference of the Higher Education and Research Development Society of Australasia. HERDSA1995; 18: pp308-313.

Shefton A. International workshop: modern approaches to teaching and learning physiology. Advan Physiol Educ2001; 25:64-71.

McKeachie WJ. Teaching tips: A guidebook for the beginning college teacher. 7th ed. Lexington, MA, US:

DC Heath 1978.

Chaudhary R, Dullo P, Gupta U. Attitude of 1st MBBS medical students about two different visual aids in physiology lectures. Pak J Physiol 2009; 5:16-9.

Rocklin T. PowerPoint is not Evil. The National Teaching and Learning Forum. [Cited] Available from URL http://www.nhf.com/html/sf/motevilhtm

Ivers K, Baron A. Teaching telecommunications: A comparison between video and computer based instruction. Educational Resource Information Center, (ERIC) ED 378 963 from the angle of assessment Review ofEducational Research 1994; 75:27-61.

Ochoa T, Robinson J. Revisiting group consensus: Collaborative learning dynamics during a problembased learning activity in education. Teacher Education and Special Education 2005; 28:10-20.

Gijbels D, Dochy F, Van den Bossche P, Segers M. Effects of problem-based learning: A meta-analysis from the angle of assessment. Review of Educational Research2005; 75: pp27-61.

Mangino C, Griggs S. Learning styles in higher education. In: Synthesis of the Dunn and Dunn Learning styles model Research: Who, What, When, Where and so what-the Dunn and Dunn Learning styles models and its Theoretical Corn stone, edited by Dunn R, Griggs

S New York, St John’s University 2003; 185-8.

Downloads

Published

2011-04-28

How to Cite

Mahmood, A. ., Khatoon, F., Ali, M. ., Ejaz, S. ., Afzal, K. ., & Qureshi, M. A. . (2011). Perception and Preferences of Undergraduate Medical Students Regarding the Use of Contemporary Teaching Aids at Dow International Medical College, Karachi. Journal of the Dow University of Health Sciences (JDUHS), 5(1), 34–36. Retrieved from https://mail.jduhs.com/index.php/jduhs/article/view/1533

Issue

Vol. 5 No. 1

Section

Short communication

License

Copyright (c) 2021 Atif Mahmood, Fahmida Khatoon

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Articles published in the Journal of Dow University of Health Sciences are distributed under the terms of the Creative Commons Attribution Non-Commercial License https://creativecommons.org/ licenses/by-nc/4.0/. This license permits use, distribution and reproduction in any medium; provided the original work is properly cited and initial publication in this journal.