Hybrid Versus Traditional Teaching in the Subject Of Anatomy: A Comparison Based On Results Of Students

Abstract

Objective: To assess the results of hybrid and traditional teaching systems and their implementation based on student evaluation in anatomy. Study Design: Cross-sectional study. Place and Duration of Study: Anatomy Department, Central Park Medical College, Lahore Pakistan, from Jun 2022 to Jun 2023. Methodology: The study was conducted on the first-year medical students of 2021 who were taught via integrated modular systems at the level of temporal coordination. Teaching strategies were changed from didactic lectures to interactive largegroup lectures and small-group discussions. The results of their continuous assessment and professional exams were compared and analysed. Results: The proportion of failed students in the Modular-Group was 20.8%, whereas 79.2% in the Non-Modular-Group. The learning system was statistically significantly related to performance in professional exams. A significant difference exists between internal assessment and professional exam scores of students in traditional and modular teaching. The relationship between the results of internal assessment and professional exams was highly positive (r=0.79) and statistically significant (p<0.001). Conclusion: Students' performance was better in assessment throughout the year in the traditional system, whereas the professional exam results were better in the modular system.

Keywords

• MEDICAL EDUCATION
• ANATOMY
• MODULAR
• ASSESSMENT