1Professor & Head, Pharmacology, Rajiv Gandhi Institute of Medical Sciences (RIMS) Adilabad. Govt. of AP, India
2Associate Professor, Pharmacology, Rajiv Gandhi Institute of Medical Sciences (RIMS) Adilabad. Govt. of AP, India
33rd MBBS Student, Rajiv Gandhi Institute of Medical Sciences (RIMS) Adilabad. Govt. of AP, India
*Corresponding author: Ajay Khade, Professor& HOD, Department of Pharmacology. Rajiv Gandhi Institute of Medical Sciences (RIMS), Adilabad. Andhra Pradesh, India. Email: drmsmbashir76@rediffmail.com, ajay_khade2000@yahoo.com
Online published on 9 September, 2013.
In India, didactic lectures are important part of medical education. It is said that concentration levels never remain same during entire one hour lecture leading to impairment in cognitive performance. Therefore, we planned this study to evaluate the effectiveness of lectures at various time intervals by assessing the status of psychomotor performance.
Twenty 2nd MBBS students of RIMS Adilabad were included in the study. Psychomotor performance was evaluated using Digit Symbol Substitution Test (DSST) and Six Digit Cancellation Test (SDCT) and Visual Analogue Scales (VASs). Tests were carried out before and after exposing the volunteers to lectures of 8 A.M. to 9 A.M., 1 P.M. to 2 P.M. and 3 P.M to 4 P.M.
Significant (p >0.05) impairment in the performance of DSST and SDCT were observed when 8 to 9 theory class was compared with 3 to 4. Post 3 to 4 lecture performance was significantly improved (p >0.05) in both the tests.
Psychomotor performance of 2nd MBBS students in our set up is better during the post lunch theory classes. Whenever teaching activities are planned local factors must be considered and optimum learning atmosphere should be provided to the students.
Lectures, Psychomotor Performance, Learning
