Evaluation of lectures by pre & post-test MCQS

Janaki Mandla, Hasham Shaik, Deepthi Pidigundla, Vijaya Katepogu


Teaching is demanding and complex task.  It is necessary for the present day teacher to be aware of and become part of far reaching changes that one taking place in medical education. The changes are shift from conventional role of teacher, changes in learning styles, innovative curriculum models and changes in assessment philosophy, methods and tools. Lecture method is most widely used method for large group teaching in medical colleges. There are very limited studies to establish the evaluation of lecture by pre and post-test.  Hence, this experimental pilot study was undertaken to assess the effectiveness of lecture, self – learning of facilitator and student of the second MBBS students in learning pathology. Aim of the study is to encourage self – learning of medical students, to assess the facilitator lecture, to assess the understanding capacity, memory of the students

A total of eight theory classes on NEOPLASIA chapter, for eighty II year undergraduate medical student were conducted. At the beginning of each class the students were administered for pre Lecture test and post lecture test (at the end of the lecture after the lecture.  Paired t-test were performed to check for the significant differences in the pre and post lecture test scores for each classes. The mean scores in the pre and post – lecture test scores for each student over the eight classes were used in analysis.

In all eight classes the mean post lecture test scores were significantly greater than the mean pre – lecture test scores. Paired t - tests was performed to check the statistical significance.

Tests incorporated into didactic lectures may be useful method not only to improve students benefit from lectures. This is also useful for self-assessment, to improve the learning abilities and teaching skills of the faculty.


Keywords: MCQS, Pre-test, Post-test, Self-assessment

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