Introduction: It becomes a challenge for a teacher to find a student-friendly approach to teach too many students in a class. The teaching methods used during medical education have a significant impact on learning among medical students. A practical and informative teaching technique is considered an essential component of that education. The present study aimed to determine the best interactive teaching method based on Indian medical undergraduates’ perceptions.
Materials and Methods: The current investigation was a cross-sectional descriptive study that included 100 undergraduate medical students. A structured sample class on a specified topic was conducted using Microsoft PowerPoint (PPT) and a “chalk and talk” (CNT) method. Students’ opinions of the class were assessed via a Likert scale questionnaire in which, for each of the two methods, the students were asked to rank twelve comments on a four-point scale: strongly agree, agree, disagree, or strongly disagree. Descriptive statistics were calculated to evaluate the distributions of their responses. The z test for two proportions was used to test a significant difference in respondents’ proportions towards various perceptions regarding the two teaching methods under study. The data were analyzed using SPSS software version 22.
Results: Students understood the lesson content better when the teacher used the CNT approach (p< 0.005). The CNT method was also associated with better interaction than the PPT technique (p=0.03) and facilitated better student concentration and retention of the class content (p=0.03). The students reported that there was less eye contact associated with the PPT technique (61%) but found the content thus delivered fascinating (78%), informative (91%), and organized (85%) as compared to the CNT approach.
Conclusion: The traditional CNT approach is an effective classroom teaching method. The current study highlights student preferences for a combined teaching method that includes CNT and PPT.

Keywords: classroom technique, medical education, student perspective, interactive teaching

中文翻译：

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印度医学生对有效教学方法的看法：一项横断面研究

简介：对于教师来说，找到一种对学生友好的方法来教一个班太多的学生成为一个挑战。医学教育中使用的教学方法对医学生的学习有着重要的影响。实用和信息丰富的教学技术被认为是该教育的重要组成部分。本研究旨在根据印度医学本科生的看法确定最佳的互动教学方法。
材料和方法：目前的调查是一项横断面描述性研究，包括 100 名本科医学生。使用 Microsoft PowerPoint (PPT) 和“粉笔与谈话” (CNT) 方法就特定主题进行了结构化示例课程。学生对班级的看法通过李克特量表问卷进行评估，其中，对于两种方法中的每一种，学生被要求在四点量表上对十二条评论进行排名：非常同意、同意、不同意或非常不同意。计算描述性统计数据以评估其响应的分布。两个比例的 z 检验用于测试受访者对所研究的两种教学方法的各种看法的比例的显着差异。使用 SPSS 软件 22 版分析数据。
结果：当老师使用 CNT 方法时，学生对课程内容的理解更好（p < 0.005）。与 PPT 技术相比，CNT 方法还具有更好的交互性（p =0.03），并有助于学生更好地集中注意力和保留课堂内容（p =0.03）。学生们报告说，与 CNT 方法相比，与 PPT 技术相关的目光接触较少（61%），但他们发现，与 CNT 方法相比，PPT 方法提供的内容引人入胜（78%）、信息丰富（91%）和有条理（85%）。
结论：传统的CNT方法是一种有效的课堂教学方法。目前的研究突出了学生对包括 CNT 和 PPT 在内的组合教学方法的偏好。

关键词：课堂技术、医学教育、学生视角、互动教学