Acceptability and effectiveness of a poetic narrative video facilitated large classroom teaching in psychiatry

Lecture based large classroom teaching is limited in scope of learning by being primarily. Teacher focussed, directive and monotonous with students often being passive participants. In psychiatry, problem is further compounded because of stigma around the subject and lack of summative assessment. Narratives and poems have been used in education to facilitate teaching.

50 randomly selected medical undergraduate students were subjected to short poetic narrative video facilitated large classroom interactive lecture, while 50 other students were imparted traditional classroom lecture. Acceptability and effectiveness of this teaching learning modality was done with a questionnaire and multiple-choice questions on the given topic post the lecture.

Around 90 percent of the student found the modified classroom teaching to be acceptable. It was equally effective as traditional classroom teaching. Student and faculty reflected on the whole experience as innovative, immersive and appealing to empathy.

Poetic narrative facilitated classroom teaching is an acceptable and equally effective modality of large classroom teaching.