The role of structured handouts in improving the teaching learning process of final year MBBS students

Babu Raj Stephenson, Belgin Prem Kumar

Abstract


Introduction: Teaching includes application of various teaching learning methods by a teacher to transfer knowledge and skills to a student. It requires a lot of effort and talents to modify the method more effectively, to communicate the ideas more easily and artistically. It is important to design tutorials and lectures according to audience perspective. Handouts for lectures have always been a much debated subject between teachers and students. This study was done to analyze whether the structured handouts enhance the learning outcomes of medical students. Methodology: Data for the study was collected from final year MBBS students, using a Randomized controlled study design. The participants were divided randomly assigned to any of the three methods, pre handout, post handout, no handout together with traditional lecture class. Six pediatric lecture topics were taken. The three groups were assessed using post test in addition to the feedback collected from students. P- Value < 0.05 was considered as significant. Results: Comparison of post test scores among the three groups (pre handouts, post handouts and without handouts) does not show statistical significant (p = 0.683). Even though the post test score of the ‘without handout’ group was marginally better than the ‘handout’ group, it was not statistically significant (p value= 0.557). Most of the participants are in favour of handouts. Analysis of variance test did not show any expected variation according to mode of administration. There was no significant difference in student’s performance among the three groups. Post test scores were almost similar in all the three groups (pre handouts, post handouts & no handouts). Conclusion: Majority of the students felt that providing handouts during lectures was a better method which enhanced their understanding and scoring. But while comparing the learning outcomes of ‘handouts groups’ and ‘no handouts groups’ using post test score, it was found to be  statistically not significant.

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References


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