Contribution of Active Learning Methods in Large-GroupTeaching of Medical Microbiology
DOI:
https://doi.org/10.62438/tunismed.v104i06.6300Keywords:
Active learning, Groups, Cognitive psychology, Information and communication technologiesAbstract
Introduction: Incorporating certain active pedagogy techniques in traditional large-group teaching enhances the quality of learning. The objective of our study was to compare large-group teaching through "modified lecture" enriched with practical illustrations to "interactive lecture" based on clinical cases and small group interactivity ("Buzz groups).
Methods: A prospective randomized study took place at the Faculty of Medicine of Tunis, including first-year students of the medical studies attending the "Bacterial Cell" course during the first semester of the academic year 2022-2023. Students were randomly assigned: two groups received a "modified lecture," and two groups received an "interactive lecture." Outcome measures included cognitive gain and satisfaction level.
Results: The overall cognitive gain (38.2% vs. 33%, p=0.058) was significant and comparable between the two methods. Overall satisfaction (75.6% vs. 73%, p=0.33) was also comparable. However, the "modified lecture" was better in terms of satisfaction for the criteria "teaching framework"
(p=0.008), "educational material" (p=0.003) and "balance between theory and practice" (p<0.0001). Conversely, the "interactive lecture" was better in terms of satisfaction for the criterion "personal involvement during the session" 65.4% vs 83.8%, p<0.0001).
Conclusion: Both teaching methods were effective in terms of cognitive gain and student satisfaction.
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