Volume : 4
Issue : 3
Online ISSN : 2394-5478
Print ISSN : 2394-546X
Article First Page : 259
Article End Page : 262
Tutorials are very significant methodology and usually used as a method of reinforcement of teaching learning process. Tutorials have mostly become teacher-led and students usually remain passive. There is a need to modify tutorials so that students are actively involved in learning process. The modification should aim at active involvement and alertness in class. The study was conducted so as to introduce a modified interactive tutorial, to compare it with the conventional method and study its perception among students.
Materials and Method: 91 IInd phase, 3rd term medical students underwent both conventional tutorial and modified interactive tutorial. The impact of tutorials was assessed by pre and post-test design. Student feedback on the efficacy and benefits were obtained by 5 point Likert scale questionnaire.
Results: The pre and post test scores of both novel and conventional tutorial were compared by paired t-test and was found to be statistically significant (p= 0.0001). When post test scores of both were compared by unpaired t-test, p value was statistically significant (0.05). 74% of the students favored novel method as their future tutorial method. Student cited arousing interest among learners, equal attention and involvement of all students, better understanding of subject, opportunities for group learning , improving presentation skills, greater interaction and active learning as best aspects. Time constraint was pointed as the negative aspect by students.
Conclusions: Novel tutorial was found to be more effective than conventional. This novel interactive tutorial can be used to improve learning outcome and soft skills among students.
Keywords: Modified interactive, Tutorial, Microbiology