Module-Based Teaching Versus Conventional Lectures in Undergraduate Teaching in Pediatrics: A Quasi-Experimental...

Area of Science:

• Medical Education
• Pediatrics
• Curriculum Development

Background:

• Conventional lectures are a traditional method for undergraduate medical education.
• Evaluating novel teaching methodologies is crucial for enhancing learning outcomes.

Purpose of the Study:

• To compare the effectiveness of module-based teaching versus conventional lectures for undergraduate pediatric education.

Main Methods:

• A quasi-experimental study involving 100 MBBS students divided into module-based and conventional lecture groups.
• Learning outcomes assessed via pre- and post-tests; perception evaluated using a five-point Likert scale.

Main Results:

• Module-based teaching showed a statistically significant improvement in knowledge gain (P < 0.001).
• A higher percentage of students (72%) positively perceived module-based teaching compared to conventional lectures.

Conclusions:

• Module-based teaching demonstrates superior knowledge acquisition and more positive student perception in pediatric undergraduate education.
• This approach offers a promising alternative to conventional lectures for improving medical training.