Traditional Continuous Didactic Lectures Verses Reinforcement Methods in Between the Lecture Comparing the Outcome of the Class

Abstract

Introduction: Medical education needs compulsory attendance in lectures where, attention becomes challenging. The objective was to compare outcome of a class conducted with traditional continuous didactic lecture compared to intermittent rest and music as reinforcement methods used in between the class.

Materials and Methods: After completing all formalities, 3 afternoon classes were chosen for physiology topics that were challenging to grasp. For the first 2 classes, 62 1styear physiotherapy students were randomised into 2 groups equally i.e. music and rest group. In the 1st lecture, 30 min was conducted as didactic lecture then, 5min reinforcement of rest to one group and short self-chosen music through ear phones to the second group was given. After this, class was continued. 2nd lecture was similar as 1stexcept the groups were reversed. The 3rdlecture acted as a control i.e. without reinforcements. For all 3 lectures, 10 multiple choice questions were given as pre and post-test. Difference between pre and post-test was calculated to assess improvement. Results: All students were part of all 3 groups. With rest and music, 51.61% and 67.74% students showed better post-test and difference score respectively. The rest group showed highest post-test mean (6.19±2.05) and difference score (2.68±2.3). Mean of control group was slightly better than music group. No significant difference was obtained in Pearson’s correlation and between means of all 3 lectures. Conclusion: Five minutes reinforcement sessions of rest or music between the lecture might help to break the monotony but listening to music might deviate their concentration more than required.