Assessment of perception of first professional MBBS students in ...
Assessment of perception of first professional MBBS students in ...
Assessment of perception of first professional MBBS students in ...
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Figure 2: Number <strong>of</strong> Appraisals for ‘Most Appreciated Aspects’ <strong>of</strong> Lecture Presentations<br />
Number <strong>of</strong> appraisals<br />
7<br />
6<br />
5<br />
4<br />
3<br />
2<br />
1<br />
0<br />
7<br />
6<br />
3<br />
2<br />
Most Appreciated<br />
3<br />
Conceptual mode <strong>of</strong> presentation<br />
Cont<strong>in</strong>uation <strong>of</strong> a s<strong>in</strong>gle topic <strong>in</strong> simultaneous lectures<br />
Judicious use <strong>of</strong> T-L media<br />
Ma<strong>in</strong>ta<strong>in</strong>ance <strong>of</strong> connectivity and coherence between lectures<br />
Summaris<strong>in</strong>g at the end <strong>of</strong> a session with overview <strong>of</strong> next<br />
topic<br />
Figure 3: Number <strong>of</strong> appraisals for 'Least Appreciated Aspects' <strong>of</strong> Lecture presentations<br />
25<br />
23<br />
Number <strong>of</strong> appraisals<br />
20<br />
15<br />
10<br />
5<br />
0<br />
14<br />
11<br />
5<br />
Least Appreciated<br />
2<br />
Monotonous 'one-way' mode <strong>of</strong> communiction<br />
Dim<strong>in</strong>ished scope for clarification <strong>of</strong> doubts<br />
Injudicious use <strong>of</strong> T-L media (particularly 'Projected media')<br />
Poor audibility <strong>of</strong> a lecture presentation<br />
Poor visibility <strong>of</strong> T-L media<br />
30<br />
South East Asian Journal <strong>of</strong> Medical Education<br />
Vol. 3 no. 2, 2009
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