A study on Medical students’ opinions about faculty power point presentations during lecture (original) (raw)
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This is a descriptive cross-sectional study conducted in Najran University College of Medicine in Saudi Arabia. The aim was to find out some of the disadvantages of the PowerPoint presentations from the students’ points of views. Only undergraduate medical students were included in the study. A questionnaire was designed that includes demographic data along with other data about PowerPoint presentations. One hundred and ten students participated in this study voluntarily, data was collected and analyzed using Statistical package for Social Sciences (SPSS Program). Result showed out of the total (n=110), 95(86%) of the students believed that PowerPoint presentations have a lot of pitfalls and limitations. Approximately half of the students 57(52%) reported that the most boring factor in the presentations was the large number of slides being presented. About 60 (54%) of the students considered that dim light was the first distracting factor. Whilst 28(25%) said that the flying text or slides during changing to the next one is the most distracting factors. Whereas, 74(67%) of the group reported that twenty to thirty slides per one hour presentation is quite suitable slides number in the presentations. Additionally, 73(66%) quoted that only six bullets in one slide were a quite suitable for effective presentation. Finally, 83(75%) of the whole group stated that mixing PowerPoint with conventional method of whiteboard chalks and talks is the most effective method of teaching. The authors concluded that most of the students believed that PowerPoint presentations have a lot of limitation which can make the presentation dull and boring. Also it is concluded that the use of integrated methods of chalks and talks in association with PowerPoint presentation is the most effective and satisfying tool for the students.
Advances in Medical Education and Practice, 2010
Purpose: To assess students' perceptions of the impact of PowerPoint (PPT) presentations in lectures in comparison to the traditional chalk and talk method and lectures using transparencies and overhead projector (TOHP). The study analyzes the preferences for teaching aids of medical students versus dental students. Methods: Second year medical and dental undergraduates were asked to fill in a nine-item questionnaire about their perceptions of the three lecture delivery methods. Following analysis of the questionnaire the students were interviewed further. The results were analyzed separately for medical and dental students to see if there was any difference in their perceptions. Results: The majority of the medical students (65.33%) preferred PPT presentations, while 15.16% of students preferred the lectures using chalkboard, and 19.51% preferred TOHP for teaching (P , 0.001). Of the dental students: 41.84% preferred chalkboard, 31.21% preferred TOHP, and 25.85% students preferred PPT presentations in the lectures (P , 0.05). Some important comments of the students were also recorded on interview which could be valuable for the medical teachers. Conclusion: The medical students clearly preferred the use of PPT presentations while the dental students did not. The study does not bring out evidence based superiority of any lecture delivery method. It appears that in the hands of a trained teacher any teaching aid would be appropriate and effective. This highlights the need for formal training in teaching technologies to develop good presentation skills and thus motivate the students.
Blackboard versus PowerPoint presentation: Students opinion in medical education
Aim: The aim was to get the students opinion regarding blackboard and PowerPoint (PPT) presentation in 1st year medical students and to determine the advantages and disadvantages of both the methods. Methods: A cross-sectional descriptive questionnaire-based study was conducted in 1st year medical students. A total of 49 (n = 49) 1st year medical students were participated in the study. A predesigned and pretested questionnaire in English was used to collect data. A questionnaire containing 15 questions was used to assess views of students regarding blackboard and PPT teaching methods. Questionnaire forms were given after blackboard and PPT presentation on Biochemistry topic. Students were requested to fill the questionnaire forms and opine. Results: The results were analyzed by statistical analysis software version 16.0 (U.S.A) and expressed in percentages and displayed with the help of bar diagram and pie chart. In this study, blackboard teaching was the most preferred teaching aid (60.43%) compared to PPT teaching method (39.56%). However, more subject coverage (69.3%) and demonstrations of clinical conditions (69.3%) were better in PPT teaching when compared to blackboard teaching method. Conclusions: Blackboard teaching remains the best preferred teaching aid, which can be supplemented by PPT presentation for better understanding.
International Journal of Pharmacology Research, 2015
Objectives to assess the most effective mode of teaching and analyze the preferences for teaching aid of medical students. The comparative, open level study was conducted at the MIMS. A 9 questionnaire regarding various teaching methods was handed out among 300 undergraduate medical students. 257(85.66%) are completed study while 43 (14.33%) were left out for being incomplete. Majority of students 146 (56.8%) preferred PPT based on lecture while 111 (43.9%) in favour of chalkboard and none like OHP. The combination of PPT & chalkboard as for whole lecture were considered by 230 (89.49%) as most effective, 21 (8.17%) in the favour of only chalkboard, while ony PPT were considerd least effective 9 (3.50%). The combination of PPT alongside blackboard was preferred over other combinations.
PowerPoint Presentations Help Achieve Educational Objectives
Oral communication skills are applied in everyday doctor-patient dialogue, communication between medical specialists as well as in formal presentation of a highly specialized theme at various professional meetings. PowerPoint presentations on various medical topics prepared and presented by students are a suitable method in achieving educational objectives set by education providers. The structure, content, and manner of presentations were evaluated by the teacher during presentations using an evaluation sheet, and students were then awarded grades. For many years it was believed by our teachers that students prefer to choose medical topics by themselves. During the last academic year an investigation was carried out to find out if this hypothesis was right. Two groups of fourteen first-year students were involved in the investigation. While students from the first group (G1) had a free choice of medical topics for their presentations, students from the second group (G2) could choose a topic from a list of preselected themes arising from their curriculum. At the end of the semester all participating students filled out questionnaires with scaling and open questions. The obtained data revealed that both presenters and audience students preferred topics related to the curriculum and achieved better grades in presentations.
Background: The knowledge of anatomy plays an integral role in the education and practice of health care professionals. Though there is no 'the best method' for teaching or learning anatomy. It is necessary for all teachers to be familiar with and know how of using great many materials techniques, ideas and special skills referred to as teaching methods. Successful teaching is that through which the learner learns the most, and it is not about a stunning power point presentation furnished by an eloquent professor. 'What' and 'how' we teach today will have an impact on students well beyond our lifetime, because each teacher leaves a small part of him/herself in the students they touch. Materials and Methods: Study was done in the Department of Anatomy, Assam Medical College, Assam in the class of topic larynx using power point presentation and chalkboard with different learning tools for 1 st MBBS student. At the end of the class' perception was assessed on the basis of a questionnaire in Likert scale regarding lecture content, ability to take note, ability to take diagram, interesting nature of lecture, and advancement in understanding, stimulation of interest, clarity and understandability of lecture, clarity of work, audibility and on organization of lecture. Conclusion: Medical students preferred chalkboard teaching if demonstration is done using different relevant tools over power point presentation in terms of its informative content, ability to take notes, interesting nature of lecture and advancement of student's understanding on subject, stimulation of interest, understandability, clarity, audibility and organization of presentation. Power point presentation teaching scored over chalkboard in taking diagrams. A combination of both methods could be valuable in some extent.
Background: Proper use of teaching aids helps to retain more concepts permanently. Students can learn better when they are motivated properly through different teaching aids, such as chalkboards and power point presentations are commonly used to pique students' interest and demonstrate how things work, to clarify better and can facilitate the proper understanding, help to keep classroom live and active. Present study was thus conducted to investigate perception of conventional chalkboard and modern power point teaching methods among 1st M.B.B.S. students of Mahatma Gandhi Institute of Medical Sciences, Sevagram. Methods: 65 students (Male=32, Female=33) of 1 st MBBS (2013-14 Batch) were administered with Questionnaire comprised of 10 questions. Statistical analysis was done by using chi-square test.Results: Total 73.85 % students preferred chalkboard as the superior teaching tool compared to Power Point presentation. Statistically significant difference of opinion observed betwe...
Zenodo (CERN European Organization for Nuclear Research), 2022
Effective teaching and learning, especially in the 21 st century, is pivoted on a deliberate and appropriate integration of technology in the classroom. Based on the preceding, undergraduate students' perceptions and attitudes toward using PowerPoint for lecture delivery in tertiary institutions were examined. The study's main objective was to determine students' perceptions and attitudes toward using PowerPoint for lecture delivery in tertiary institutions. Two research questions and one hypothesis guided the study. The study's population comprised 675 undergraduate final-year students from nine departments of the Faculty of Education at Nnamdi Azikiwe University, Awka. The instrument for data collection was a structured 14-item questionnaire with sampled respondents of 110 (32 male and 78 female) students. Mean, percentage and Z-test were used as statistical tools for the analysis. The findings of the study reveal that undergraduate students in tertiary institutions have a positive attitude and perception toward the use of PowerPoint in lecture delivery. Also, the findings show no significant difference between male and female undergraduate students' perceptions of PowerPoint usage.
Limitations and Pitfalls of PowerPoint Presentations:
This is a descriptive cross-sectional study conducted in Najran University College of Medicine in Saudi Arabia. The aim was to find out some of the disadvantages of the PowerPoint presentations from the students’ points of views. Only undergraduate medical students were included in the study. A questionnaire was designed that includes demographic data along with other data about PowerPoint presentations. One hundred and ten students participated in this study voluntarily, data was collected and analyzed using Statistical package for Social Sciences (SPSS Program). Result showed out of the total (n=110), 95(86%) of the students believed that PowerPoint presentations have a lot of pitfalls and limitations. Approximately half of the students 57(52%) reported that the most boring factor in the presentations was the large number of slides being presented. About 60 (54%) of the students considered that dim light was the first distracting factor. Whilst 28(25%) said that the flying text or slides during changing to the next one is the most distracting factors. Whereas, 74(67%) of the group reported that twenty to thirty slides per one hour presentation is quite suitable slides number in the presentations. Additionally, 73(66%) quoted that only six bullets in one slide were a quite suitable for effective presentation. Finally, 83(75%) of the whole group stated that mixing PowerPoint with conventional method of whiteboard chalks and talks is the most effective method of teaching. The authors concluded that most of the students believed that PowerPoint presentations have a lot of limitation which can make the presentation dull and boring. Also it is concluded that the use of integrated methods of chalks and talks in association with PowerPoint presentation is the most effective and satisfying tool for the students
Medical Undergraduates Preference in Learning Style: PowerPoint presentations versus chalk and talk
British Journal of Medical and Health Research, 2018
Learning style preferences are the manner and conditions under which learners most efficiently and effectively perceive process, store, and recall what they are attempting to learn. Lectures have been the most common form of teaching and learning since ancient times. The most common ways of lecture delivery include the lectures using PowerPoint (PPT) presentations, lectures utilizing the transparency and overhead projector (TOHP) besides the traditional 'chalk and talk' method. Didactic lectures are still the most commonly used methodology of teaching. The objective of the study is to compare PowerPoint presentations versus chalk and talk in material understanding, effectiveness and attitude among medical students. A cross sectional questionnaire based study was conducted on 3 rd year medical students of College of Medicine and Health Science, NUST, Sohar. The study participant was divided into two groups. The first groups of students were taught on the black board (chalk and talk) and the second groups of students were taught on PPT presentation. The same biochemistry topics were taught to both groups by the same instructor and on the scheduled time and day. A questionnaire was designed to assess the opinion of students regarding black board and PPT presentation. A predesigned and pretested questionnaire containing 12 questions was given to the students at the end of the lecture. The participation in the present study was on voluntary basis. In this study, PPT teaching was the most preferred teaching aid (60.23%) compared to black board teaching method (46.38%). Majority of the students reported well prepared and organized lectures, more subject coverage, and better demonstrations of clinical conditions is seen in PPT teaching then black board teaching. PPT presentation teaching is the best preferred teaching aid, which can be supplemented by Blackboard for better understanding.