Contraception module: innovative strategies to improve students learning

Jayasree Manivasakan, Bupathy Arunasolamme


Background: Male and female contraception is taught in MBBS as lectures and tutorials.  But the amount of information the student has to digest is more and topic is considered by many students as uninteresting. To obtain student feedback on different teaching strategies used in the module for further improvement.

Methods: The students attended didactic lectures in their sixth semester and modular teaching in the eighth semester. Pre-test was given before the problem based discussions in the eighth semester. Video clippings, role play, small group discussions were used to teach contraception. In Post-test, multiple choice questions were projected on the screen one by one and the answers were discussed. The students were given feedback forms and asked to comment on the teaching learning method.                                                

Results: The pre-test scores and the post-test scores were analysed using ANOVA and the increase in variance in the score is significant with 95% confidence interval. From the observations in the feedback form, it is evident that the students want more roles for themselves in the learning process.

Conclusions: Modular teaching can be made very interesting both for the teacher and the student if the modular teaching is made more flexible and simple with lot of imagination and innovation.


Contraception, Modular teaching, Feedback

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