Indian Pediatr. 2025 Oct 9. doi: 10.1007/s13312-025-00192-5. Online ahead of print.
ABSTRACT
OBJECTIVE: To compare module-based versus conventional lectures for undergraduate teaching in pediatrics.
METHODS: This quasi-experimental study was conducted among phase III part II MBBS students during their pediatric posting at a tertiary care teaching center in Southern India. Fifty students each in the experimental and control group were taught using module-based and conventional lectures, respectively. The learning outcome was evaluated by pre-, and post-test scores and analyzed by ‘paired t test’, ‘unpaired t test’ and ‘repeated measure ANOVA’. Perception was assessed using five-point Likert scale.
RESULTS: The gain of marks for module-based teaching was statistically significant compared to conventional lecture (P < 0.001). Regarding perception, 72% of students ‘strongly agreed’ (40%) and ‘agreed’ (32%) to the different characteristics of modular teaching whereas in conventional lecture, 34% were neutral, 32% disagreed, and 12% strongly disagreed.
CONCLUSION: The knowledge outcome and perception level in module-based teaching are superior to that of conventional lectures.
PMID:41066067 | DOI:10.1007/s13312-025-00192-5
