Comparison of two teaching methods in immunology for medical students: a quasiexperimental study with nonequivalent control group
The chalk talk and slide projection methods in biomedical science lectures show differences in student learning in the short and medium term, which impacts future therapeutic decision-making in favor of the patient. A 2017 study by the Faculty of Medical Sciences at the Central University of Ecuador...
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| Інші автори: | , , |
| Формат: | article |
| Мова: | spa |
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2026
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| Онлайн доступ: | https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/8069 |
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Додати тег | Резюме: | The chalk talk and slide projection methods in biomedical science lectures show differences in student learning in the short and medium term, which impacts future therapeutic decision-making in favor of the patient. A 2017 study by the Faculty of Medical Sciences at the Central University of Ecuador reported that 50% of students did not fully understand the lectures. Therefore, a quasi-experimental operational study with a non-equivalent control group was conducted with first-semester medical students during the 2024-2025 academic year to compare the effectiveness of both methods in short- and medium-term learning. Participants were assigned to the interventions: chalk talk and slide projection; and received a Basic Immunology lecture using the respective methodology. Each group was evaluated before, immediately after, and one week after the lecture. The level of learning was estimated using a 20-point test specific to the course. The chalk talk group improved from a pre-intervention mean score of 5.07 ± 2.76 to a post-intervention mean score of 12.92 ± 3.86 and scored 8.33 ± 3.68 one week later (p < 0.05). The slide group improved from a pre-intervention mean score of 6.06 ± 3.29 to a post-intervention mean score of 8.76 ± 3.19, with a score of 6.93 ± 3.57 one week later (p < 0.05). It was concluded that the chalk talk method is more effective than slide projection in the short and medium term for teaching medical students, with no influence from IQ or gender. |
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