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COMPARISON OF EFFECTIVENESS OF TRADITIONAL AND INTERACTIVE LECTURE METHODS FOR TEACHING BIOCHEMISTRY AMONG FIRST YEAR MEDICAL STUDENTS IN GOVERNMENT MEDICAL COLLEGE, IDUKKI, KERALA

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Fig. 1: Flow chart showing groups,   tests and lecture methods
Table 1: Mean score of pre-test, post-test and gain in knowledge of two   lecture methods on both groups (paired t test) Maximum marks =10
Fig. 3: Student’s feedback on “Created interest in lecture”
Fig. 5: Student’s feedback on “Enhanced my understanding”
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