Open AccessIMPACT OF TECHNOLOGY ENHANCED(VIDEO-ASSISTED) TEACHING AS A TEACHING-LEARNING TOOL FOR MBBS FINAL II STUDENTS
Author(s) -
Gurdit Singh Randhawa,
Navneet singh Randhawa
Publication year - 2020
Publication title -
international journal of scientific research
Language(s) - English
DOI - 10.36106/ijsr/5616575
Subject(s) - power point , blackboard (design pattern) , session (web analytics) , presentation (obstetrics) , class (philosophy) , teaching method , medical education , point (geometry) , mathematics education , psychology , multimedia , computer science , medicine , surgery , mathematics , world wide web , geometry , artificial intelligence , programming language
Traditional TL methods like writing on blackboard and now powerpoint presentations are increasingly becoming old fashioned, less interesting for technology savvy present generation of students. More advanced and attention seeking methods of teaching are expected by students in tandem with their excursions with technology. Here a comparative study of video-assisted teaching v/s power point presentation compared as students’ feedback after exposing them to both methods alternately.Aim and Objectives: To find out the impact of video assisted teaching against power point teaching.Methodology: The study was carried out with the M.B.B.S. Final II year students in the Department of Surgery, Punjab Institute of Medical Sciences, Jalandhar. After taking IEC clearance, students were sensitized. A total of 122 final MBBS II Students were enrolled in study. They were divided into two groups; group A and group B. They were exposed to both methods of teaching (Method 1: video assisted learning and Method 2:power point presentation) individually in two sessions. During 2nd session, cross over was done. Feedback questionnaire was distributed after a 15 minutes session every time. The feedback reports were selected from each group and data analysed.Observations: Students who were subjected to video assisted teaching voted overwhelmingly in favour of it while those who were demonstrated the procedure through power points gave a lukewarm response about power point style of teaching. Most suggestions and remarks directed in favour of video assisted teaching . They opined that it will help them in understanding the subject in great way. 62.20% could write all four steps correctly of procedure at the end of session in group A (just taught by video) while only 31.10% could do so in group B(taught by power point}.Conclusion: Teaching through video assistance, especially surgical procedures results in better attention and retaining of teaching material than with traditional power point teaching which students found non attentive.