Short- and Long-Term Retentivity of Knowledge by Various Teaching Methods in Medical Education and Perception of Students Towards Them: A Comparative Study in a Medical University Hospital of Northern India

• Published in: Curēus (Palo Alto, CA) Vol. 15; no. 10; p. e48043
• Main Authors: Roy, Shubhajeet, Kumar, Narendra, Singh, Vaishali, Singh, Sarvesh, Kumar, Rahul, Tewari, Jay, Samaiya, Darshit, Sachan, Amod K
• Format: Journal Article
• Language: English
• Published: Palo Alto (CA) Cureus 31.10.2023
• Subjects: Health Policy; Healthcare Technology; Medical Education
• ISSN: 2168-8184; 2168-8184
• DOI: 10.7759/cureus.48043

BACKGROUNDTo develop doctors with appropriate knowledge of health and diseases, reasonable medical abilities, and a positive attitude toward patients and their families, it is important to reexamine the methods used to educate and train medical school students. To establish which is best for both medical students and professors, the various teaching and learning methodologies must be compared and analyzed. This study attempts to determine the preferred medical education techniques among medical students as well as the caliber of the classes they attend.METHODSThis is a before-and-after study conducted among 480 first- (240) and second-year (240) undergraduate students. Students were divided into three groups. Each group was assigned a teacher who was responsible for teaching four short topics according to the common understanding and knowledge level of both year students in four different ways: traditional blackboard method, offline PowerPoint presentation, online PowerPoint presentation, and online annotative. Application-based learning and self-learning were the other two teaching methods conducted in a monitored environment. An MCQ-based pre- and post-test were taken to assess the improvement, and a feedback form was filled out by each student to assess their perception. To assess long-term retention, a surprise follow-up test was conducted after 15 days.RESULTSFor all the teaching methods except for traditional blackboard and online presentation, there was a significant improvement in the post-test scores as compared to the pre-test scores (p<0.05). Retentivity was more remarkable in online application-based and self-learning methods. 77.2% of the study participants preferred offline presentation as the mode of teaching.CONCLUSIONRetention was found to be highest in self-directed and application-based learning. So, students should be encouraged and motivated for self-study after every lecture, whatever the teaching method used by teachers.