Students’ And Teachers’ Characteristics Promoting Student’s Learning During Lecture Classes

Introduction: In spite of general call for a reduction in the number of lecture classes scheduled in a curriculum, the lecture remains one of the most widely used instructional methods in medical schools. Hence, lecture classes must be fine-tuned to meet the requirement of all students. Objective: To explore the critical elements that make a lecture class effective. Method: The study was cross sectional where 2nd year medical students’ and faculty perceptions regarding students’ (n= 179) and teachers’ (n=76) characteristics promoting student’s learning during lecture classes were collected using newly designed validated Likert scale questionnaires. Result: According to students’ opinion, clear explanation given by the lecturer was identified as the most important factor which promotes effectiveness of the lecture class. Other characteristics which were rated high as promoting factors enhancing learning were related to teaching and communication skills, rapport of teacher with students, use of audio visual aids and resources and personality traits of a lecturer. Faculty also perceived same as enhancing factors promoting lecture effectiveness, however, the extent to which faculty agreed for the same differed significantly for some characteristics. In addition, as per teachers’ opinion, student interaction during the lecture class emerged as the important factor enhancing lecture effectiveness and student learning. Conclusion: Both students and teachers play a role in generating favorable learning environment in a classroom setting. Awareness of these aspects will lead to the conscious practice of conducive factors by teachers and students, thereby enhancing student learning.