Effect of Technology-Assisted Teaching on Student Engagement in Undergraduate Medical Education- a Quasi Experimental Study

Saira Zafar; Asiya Zahoor; Asma Mahmood; Rabia Ashraf

doi:10.51253/pafmj.v76iSUPPL-1.13776

Authors

Saira Zafar National University of Medical Sciences (NUMS) Pakistan
Asiya Zahoor National University of Medical Sciences (NUMS) Pakistan
Asma Mahmood National University of Medical Sciences (NUMS) Pakistan
Rabia Ashraf National University of Medical Sciences (NUMS) Pakistan

DOI:

https://doi.org/10.51253/pafmj.v76iSUPPL-1.13776

Keywords:

Medical Education, Student Engagement, Technology-Assisted Teaching

Abstract

Objective: To evaluate the effect of technology-assisted teaching on student engagement in undergraduate medical students.

Study design: Quasi-experimental study.

Place and Duration of Study: Mohi-ud-Din Islamic Medical College, Mirpur, Azad Jammu and Kashmir, Pakistan, from Jun to Sep 2024.

Methodology: An experimental study was carried out, using technology-assisted teaching as the intervention among 100 third-year medical students. For the intervention, the class was divided into two halves by non-random sampling technique. Group-A (control) was taught with traditional teaching and Group-B (experimental) was additionally assisted by technology. For measuring engagement, a validated student engagement questionnaire was used.

Results: Results showed that students in the technology-assisted teaching group (Group-B) showed higher mean engagement scores, (65.34±7.537) as compared to the traditional teaching group (Group-A), (61.14±11.421). The means between two groups were compared, which showed a significant difference between both groups (p< 0.05).

Conclusion: The study provided statistical evidence that students who received technology-assisted teaching showed increased engagement in their classes than those who were taught by traditional teaching methods.

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