Introduction of pre and post lecture multiple choice question for second year undergraduate medical students in microbiology: a technique to assess knowledge acquired from the lecture

Abirami Lakshmy Jayachandran, Balaji J.


Background: Didactic lectures are the most commonly used method of teaching in many medical institutes. There are certain disadvantages in this method. It is essential to evaluate whether the learning objectives have been accomplished. In the present study pre and post lecture MCQs (Multiple choice questions) are introduced for second year medical students in microbiology lectures and to assess the effect on gaining and retention of knowledge acquired at the end of the lecture.

Methods: The fourth semester medical students were divided into two groups of 35 each (study and control group). Both the groups were administered the pre and post lecture MCQs for two topics in parasitology. For the Study group the Pre test MCQs were prepared in such a way incorporating the learning objectives of the lecture. The pretest questions for the control group were prepared from an unrelated topic. Both the groups were administered the common post test questions. The mean, standard deviation and correlation coefficient (by spearman correlation coefficient) and p values were analysed.

Results: The post test mean scores of both the groups were compared by unpaired t test and the p value was found to be statistically significant (less than 0.0001). The study group had a considerably higher mean score compared with the control group for both the lecture classes. There was a positive correlation between the pre and post lecture MCQS.

Conclusions: Testing by introducing Pre and post lecture MCQ in lecture has an impact on retention of knowledge.


Didactic lectures, Pre and post test, MCQs

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