Multimodal Approach for Interactive Large Group Teaching in Orthopaedics at Undergraduate Level-Blending with A Purpose

Didactic lectures delivered in a traditional way are one of the commonest way in class room teaching. But this mode of imparting knowledge has its own drawbacks. Tiring long lectures with a one way communication make student inattentive and disinterested towards the lecture content. Amultimodal approach (MMA) which is a combination of different teaching methods like online technologies and face-to-face learning, meets the needs of a wide spectrum of students along with imparting an enhanced learning experience. This study aims to assess the effectiveness of this multimodal approach of blended interactive large group teaching in undergraduate medical students.

100 students of 8^th semester MBBS were exposed to blended interactive and traditional teaching methods from April to September 2016. They were divided into two groups of 50 students each and sequentially exposed to both blended interactive and traditional teaching methods using different study topics. The results were evaluated by administering a pre test, post test and feedback received from students using a questionnaire based on Likert scale.

A total of 100 students of 8^th semester MBBS participated in study. Pre and post test scores of the students exposed to blended interactive teaching methods were better as compared to traditional teaching methods. Students perceptions using questionnaire based on Likert scale also favored blended interactive teaching methods for better understanding of the topic and subject.

Multimodal approach of blended interactive large group teaching can go a long way in learning of students by increasing their understanding and involvement in the class which leads to better retention of the class room teaching. The application of blended learning strategies achieves improved academic performance.