Original article | Open Access
Educational Policy Analysis and Strategic Research 2016, Vol. 11(1) 19-30
pp. 19 - 30
Publish Date: February 01, 2016 | Single/Total View: 376/973 | Single/Total Download: 510/1.900
Abstract
The objective of the present study was to evaluate the effectiveness of integrated teaching program using student feedback. A questionnaire to evaluate the effectiveness of the existing teaching program was prepared and distributed among 185 second year medical undergraduate students who underwent integrated teaching in their first year. Their responses were recorded, evaluated and analysed statistically. Additionally the performance of the students was also assessed by recording their year-wise results in the university examinations. This was further compared with the results of the students who were not exposed to integrated teaching in the past years and the findings were tabulated. Integrated teaching was found to be an innovative method in strengthening the teaching-learning process and received wide acceptance from the student population.
Keywords: Integrated teaching, video demonstration, case presentation, conventional teaching, didactic lectures
APA 7th edition
Kotian, S.R., Souza, A.S.D., Bhat, N.P., Souza, A.D., & Mamatha
Hosapatna, (2016). Integrated Teaching: Boon or a Bane?!. Educational Policy Analysis and Strategic Research, 11(1), 19-30.
Harvard
Kotian, S., Souza, A., Bhat, N., Souza, A. and Mamatha
Hosapatna, (2016). Integrated Teaching: Boon or a Bane?!. Educational Policy Analysis and Strategic Research, 11(1), pp. 19-30.
Chicago 16th edition
Kotian, Sushma R, Antony Sylvan D Souza, Nandini P Bhat, Anne D Souza and Mamatha
Hosapatna (2016). "Integrated Teaching: Boon or a Bane?!". Educational Policy Analysis and Strategic Research 11 (1):19-30.