Evaluation of interactive teaching modalities for first year undergraduate students using e modules

Abstract

Objectives To assess knowledge attitude and practice of elearning among undergraduate students followed by development implementation and evaluation of effectiveness of e-modules among first year undergraduate students as compared to content matched powerpoint presentation. Materials and Methods This study was conducted based on Six Step Approach for Curriculum Development by David Kern. Institutional Ethics Clearance was obtained Informed consent was obtained from 950 students Structured and validated KAP questionnaire was administered followed by measurement of baseline characteristics like SDLR, learning style and cognitive test assessments E modules were developed using rapid authoring tool validated and implemented using Moodle through randomized controlled trials Control group received content matched PowerPoint and intervention group received e modules The tests for comparison used were paired t test, independent t test and chi square test Results More than 70 percent of students were confident of practicing simple computer skills Number of students scoring more than 60 percent in short term retention long term retention problem solving ability attitude domain and motor domain were significantly higher in the intervention group when compared to control group Low achievers scoring more than 60 percent was also significantly higher in the intervention group conclusion emodules are shown to improve learner satisfaction resulting in more confidence and eventually better performance in low achievers as well as high achievers The e modules can be viewed as an effective approach for teaching both theory and practical newline