Preference of Chalkboard or PowerPoint Teaching as a Teaching Tool in Undergraduate MBBS students in Anatomy: A Comparative Study

Introduction : Traditional chalkboard lectures and modern PowerPoint presentations are integral components of medical education, each possessing distinct attributes and advantages. The primary objective is to ascertain whether students exhibit a preference for one method over the other in terms of facilitating better understanding and ensuring long-term retention. This study investigates the preferences of 2nd and 3rd-year Bachelor of Medicine, Bachelor of Surgery students at B.P. Koirala Institute of Health Sciences, Dharan, Nepal, regarding the teaching methods employed in anatomy classes. Methods: The study was conducted in the Department of Human Anatomy of B.P. Koirala Institute of Health Sciences as a part of coursework. The research duration extended from April 21st to May 18th


INTRODUCTION
"Education is the most powerful weapon which you can use to change the world" (Nelson Mandela).Teaching anatomy in medical schools involves employing various methods, including traditional chalkboard presentations and modern PowerPoint lectures. 1The current educational landscape at B.P. Koirala Institute of Health Sciences (BPKIHS) integrates both approaches, raising questions about the preferred method for effective learning.While traditional methods, such as chalkboard presentations, are favored by some, the advent of technology has introduced PowerPoint presentations as a dynamic alternative. 2reference of Chalkboard or PowerPoint Teaching as a Teaching Tool in Undergraduate MBBS students in Anatomy: A Comparative Study To address this ongoing debate, we conducted a cross-sectional study aiming to understand whether medical students of Bachelor of Medicine, Bachelor of Surgery (MBBS) in their 2nd and 3rd years at BPKIHS preferred the PowerPoint or chalkboard method in terms of better comprehension and long-term retention.The study seeked to explore the perceptions of students regarding these teaching methods and aimed to distribute a pre-structured questionnaire to gather comprehensive insights.By analyzing the obtained data, we intended to contribute valuable perspectives to the discourse on effective teaching methodologies in medical education.
The rationale for this study lies in the evolving dynamics of medical education, where the choice between traditional and modern teaching methods significantly impacts the learning experience.As technology continues to shape educational practices, understanding students' preferences can inform strategies to enhance the delivery of complex medical content.This study's findings may guide educators in refining teaching approaches, ultimately improving students' overall learning experiences in medical colleges.

METHODS
The study involved undergraduate medical students from 2nd and 3rd year at B.P. Koirala Institute of Health Sciences, Dharan, Nepal.The participants were selected through simple random sampling, with a total sample size of 150 students.Inclusion criteria encompassed consent and enrollment in the specified academic years, while students from other streams and those not providing consent were excluded.The rationale for age, sex, and academic year criteria was to ensure relevance to the study's focus on medical education preferences.The study obtained ethical clearance from the institute's medical ethics committee, adhering to ethical standards for research involving human subjects.Informed consent was obtained from all participants.
The study followed a cross-sectional design, conducted within the Department of Human Anatomy from April 21st to May 18th, 2019, after securing ethical clearance.Data collection involved a prevalidated questionnaire administered in the class, capturing students' experiences with PowerPoint presentations and chalkboards. 3The data were recorded in MS Excel 2016 and analyzed using SPSS (Statistical Package for the Social Sciences) version 11.5.(6)(7) Descriptive statistics, such as percentages, were utilized to present findings.The study considered a 95% confidence interval and 80% power for sample size estimation.Emphasis was placed on avoiding reliance solely on statistical hypothesis testing, with a preference for conveying effect size through quantified findings and appropriate indicators of measurement error or uncertainty, such as confidence intervals.According to the study done by Petimani and Adake, 2015, the preference for PowerPoint learning method was 39.56%. 7w using the following formula to estimate the sample size: Where, z = 1.96 at 95% CI p = 39.56%q = 100-p = 60.44The total number of students in 2nd year (98) and 3rd year (115) MBBS students was 213, therefore 150 students were taken for the study with 75 students from each year.

RESULTS
In the comparison of teaching methods, both PowerPoint (PPT) and chalkboard demonstrated distinct advantages and drawbacks across various parameters.The results were significantly different among various age groups as shown in table 1.Among the total 150 students, 60.7% preferred PPT for organized and structural lectures, citing benefits such as clarity in content, better understanding of new terms, and enhanced visibility of diagrams.Additionally, 75.3% favored PPT for increased visibility, better integration of text with figures, and overall satisfaction.These findings highlight a nuanced preference shift toward PPT for certain aspects among third-year students.The preference for chalkboard lecture was 54.7% and for powerpoint lecture was 45.3% among second year students.Similarly, among the third-year students, the preference for chalkboard lecture was 69.3% and for powerpoint lecture was 30.7% The statistical analysis utilized descriptive statistics, highlighting percentages and frequencies across various parameters.A detailed breakdown of preferences among students, categorized by year, was presented in Tables 2 and 3.These findings offer comprehensive insights into the nuanced preferences of medical students, emphasizing the importance of tailoring teaching methods to specific academic years and considering the diverse aspects of lecture delivery.

DISCUSSION
Anatomy holds paramount importance in medical education, forming the cornerstone for clinical practice and success in competitive entrance exams for specialization.Effective teaching methods are crucial for developing a profound understanding of this subject among medical students 7,9 .In the contemporary educational landscape, chalkboard and PowerPoint presentations stand out as popular teaching tools.This study delved into the preferences of 2nd and 3rd-year MBBS students at BPKIHS regarding these methods, shedding light on their distinctive advantages and drawbacks.
Diagrams play a pivotal role in anatomy education, aiding in comprehension and long-term retention.
The study reveals a consensus among students, with a majority expressing a preference for PowerPoint presentations due to their enhanced clarity and reproducibility of diagrams 8,10 .This aligns with findings in literature, emphasizing the effectiveness of visual aids in modern teaching methods.Note-taking is a critical aspect of learning.Interestingly, the study highlights a divergence in preferences, with a majority favoring the traditional chalkboard method for its ease in taking down notes and diagrams 10 .This contradicts some previous studies that found PowerPoint presentations more conducive to note-taking 11 .The diversity in student preferences underscores the need for a flexible teaching approach.
The study resonates with existing comparative studies, emphasizing the advantages of PowerPoint presentations in enhancing diagram understanding. 3 However, it also acknowledges dissenting views, with some students finding chalkboard teaching more amenable for note-taking.When it comes to overall satisfaction and effectiveness of lectures, a majority of medical students in this study favored the chalkboard method 9 .This finding aligns with a broader sentiment emphasizing the enduring value of traditional teaching aids.However, limited by single institution focus, small sample, and subjective preferences, the study on anatomy teaching methods lacks broader generalizability.
In summary, the study adds valuable insights to the ongoing discourse on teaching methodologies in anatomy, highlighting the need for a flexible and adaptive approach to cater to the diverse learning preferences among medical students.

CONCLUSION
In aligning with the objectives of this study, a nuanced Conversely, the chalkboard method excels in fostering better comprehension, interest stimulation, and lecture continuity.It's crucial to underline that these conclusions are firmly grounded in the data collected from 150 participants, ensuring the validity and reliability of the study outcomes.The students' preference for specific aspects of each method is intricately linked to their learning experience and perception.
The study emphasizes the need for a judicious blend of both methods, recognizing PowerPoint's strengths in visual clarity and organization, and chalkboard's effectiveness in promoting understanding and sustaining interest.By aligning these conclusions with the study objectives, this research provides actionable insights for educators seeking an optimal balance in anatomy teaching methodologies.
d = 20% of p = 7.91Then, n = 146.71Where, n: Required sample size z: Z-score, indicating confidence level p: Estimated proportion or probability q: Complement of p (probability of event not occurring) d: Margin of error, as a percentage of p NMJ I VOL 06 I NO.02 I ISSUE 12 I Jul-Dec, 2023 Preference of Chalkboard or PowerPoint Teaching as a Teaching Tool in Undergraduate MBBS students in Anatomy: A Comparative Study

Fig 1 :
Fig 1: Shows the overall satisfaction and effectiveness of the lecture among total students was 62% for chalkboard lecture and 38% for powerpoint lecture.The preference for chalkboard lecture was 54.7% and for powerpoint lecture was 45.3% among second year students.Similarly, among the third-year students, the preference for chalkboard lecture was 69.3% and for powerpoint lecture was 30.7%

Table 1 :
Age of the students

Students Frequency Age (Mean ± SD)
On the other hand, chalkboards were favored by 39.3% of students for organized lectures, with 54% preferring chalkboards for clearer lecture content.Chalkboards were appreciated for natural pauses, facilitating note-taking (70%), better pronunciation (66.7%), and continuity of lectures (50.7%).Breaking down preferences by year, out of 75 second-year students, 34.7% favored chalk, while 65.3% preferred PowerPoint (PPT) for organizing lectures.The majority (58.7%) found PPT better for clarity, and 66.7% favored it for new terms and spelling.Regarding diagrams, 72% preferred PPT.For the third year, out of 75 students, 44% preferred chalk for organization, 50.7% for clarity, and 33.3% for new terms.Conversely, 76% favored PPT for visibility, and 81.3% found it more interesting.While 58.7% preferred PPT for reproducibility, 76% found it easier to make notes and diagrams with chalk.Chalk prevailed in continuity (62.7%) and overall satisfaction (69.3%).

Table 2 :
Preference among Total students (n=150) Preference of Chalkboard or PowerPoint Teaching as a Teaching Tool in Undergraduate MBBS students in Anatomy: A Comparative Study

Table 3 :
Preference among 2 nd and 3 rd year students Preference of Chalkboard or PowerPoint Teaching as a Teaching Tool in Undergraduate MBBS students in Anatomy: A Comparative Study• In which method you were able to take notes/dia- Preference of Chalkboard or PowerPoint Teaching as a Teaching Tool in Undergraduate MBBS students in Anatomy: A Comparative Study exploration of teaching methodologies among second and third-year MBBS students sheds light on the multifaceted dynamics between PowerPoint presentations and chalkboard methods.The objectives included assessing preferences for organizational structure, clarity of content, and effectiveness in conveying anatomy concepts.The findings indicate a preference for PowerPoint presentations in terms of structural organization, clarity of new terms, and diagrammatic reproducibility.
NMJ I VOL 06 I NO.02 I ISSUE 12 I Jul-Dec, 2023