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Med Teach. 1992;14(1):27-32.

Knowledge increment assessed for three methodologies of teaching physiology.

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Department of General Physiology, University of the Witwatersrand, South Africa.


A study was conducted on a group of forty-six students of physiology, to compare the knowledge increment following three different teaching methods. The assessment of knowledge increase was done by a pre-test preceding each teaching method, followed by a post-test for each method. The three methods assessed were: (1) a lecture with audio-visual aids; (2) a formal didactic lecture; and (3) a self-study tutorial. The pre-test/post-test method of assessment was found to be valid and reliable. The results indicated a favourable increment for the audio-visually aided lecture and for the self-study tutorial. There was no significant increment for the didactic lecture. A questionnaire completed by the students indicated an overall preference for the audio-visually aided method and a lesser preference for the self-study tutorial. The formal didactic lecture found no favour with the students.

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