Published: 2017-01-16

Knowledge and practice regarding the role of media in class room teaching-learning among the faculty of DSMCH, Perambalur, India

Vijaiananth Pitchaipillai, Dinesh Thangavel, Ramprabhakar Venkataraman, Anbarasi Muthusamy, Venkatesan Rangan, Mohan Jayabal


Background: Medical schools and institutions try to provide students with better learning environments utilizing a variety of Teaching-Learning media. Previous studies have highlighted many hindrances for the utilization of audiovisual media. Medical teachers must be personally convinced of the benefits and utility of these methodologies to implement the same. The present study explores the knowledge and practice of teaching learning aids among the faculty of Dhanalakshmi Srinivasan Medical College, Perambalur, Tamil Nadu, India.

Methods: A total of 30 teachers participated in the study (15 females and 15 males) after obtaining approval from the institute ethics committee for human studies. The study was conducted in the Medical Education Unit, Dhanalakshmi Srinivasan Medical College and Hospital, Perambalur, Tamil Nadu, India. The participants answered the Media Perception Evaluation Scale (MPES) questionnaire, positive and negative components were noted and a total score of 100 was given based on it. Data for all parameters were collected as per the study protocol and computerized in Microsoft Excel database. All statistical analyses were done at 5% level of significance and P<0.05 was considered as statistically significant.

Results: The findings revealed that there was no significant gender difference in the perception of role of media in teaching and learning. When comparing the Associate Professor group with Professor group there was a statistically significant difference (P=0.048) but there was no significant difference between other groups. Association between age and duration of teaching with MPES was not statistically significant.  

Conclusions: Neither the gender of the teacher nor the duration of his/her teaching experience is a hindering factor for the effective utilization of media. First-hand knowledge of the teacher with regards to the usage of the media goes a long way in helping the teacher to improve his/her teaching.



Teaching learning media, Knowledge, Practice, Faculty

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