فهرست نشریات علمی دسترسی آزاد ایران

OBJECTIVE: The objective of this study is to explore the student’s perspectives toward the interactivelectures as a teaching and learning method in an integrated curriculum.MATERIALS AND METHODS: This cross‑sectional study was conducted among 1st, 2nd and3rd year male medical students (n = 121). A self‑administered questionnaire based on the Visual,Auditory, Reader, Kinesthetic learning styles, learning theories, and role of feedback in teachingand learning on five‑point Likert rating scale was used. The questionnaire was constructed afterextensive literature review.RESULTS: There was an 80% response rate in this study. The total number of undergraduate medicalstudents responded in the study were n = 97, 34 students of 1st year, n = 30 students of 2nd year andn = 33 student were in 3rd year, the mean scores of the student responses were calculated usingIndependent samples Kruskal–Wallis. There was no significant difference in the responses of thestudents of different years except for the question “The Interactive lectures facilitate effective use oflearning resources.” Which showed significant difference in the responses of the 3 years students byIndependent samples Kruskal–Wallis test. No significant association was found between the year ofstudy and items of the questionnaire except for the same item, “ The Interactive lectures facilitateseffective use of learning resources” by Spearman rank correlation test.CONCLUSION: The students perceive interactive lecture as an effective tool for facilitating visual andauditory learning modes, and for achieving curricular strategies. The student find the feedback givenduring the interactive lectures is effective in modifying learning attitude and enhancing motivationtoward learning.