There has been a shift from the teacher oriented teaching learning (TL) methods to learner oriented teaching learning methods. The traditional didactic lecture is frowned upon by many. The internet is looked up to, as a source of unlimited information by both the teaching as well as student fraternity. In this comparative study the knowledge retention immediately after instruction by internet based teacher guided self-study and conventional didactic lecture is assessed.
Objectives: To evaluate and assess the knowledge gained by the two teaching methodology.
Materials and Methods: Interventional study done with sixty students, an informed consent was taken and divided into two groups of 30 each. Pre test was done. Conventional didactic lecture was used as the method of TL in one group and Internet based teacher guided self-study (IBGSS) was used as the TL method for other. Post test was done after the session.
Results: 1. The post test scores after traditional didactic lecture and internet based teacher guided self-study methods where significantly more than pre test, paired t test showed p = 0 and p = 0 respectively; 2. The post test scores of traditional lecture were significantly higher than IBGSS, unpaired t test showed p < 0>
The study shows that traditional lecture is better than internet based guided self-study for knowledge assimilation and retention.
Keywords: Didactic lecture, Self-study, Medical education.
