Acceptance Level of IL by PPSG Lecturers, Universiti Sains Malaysia

Dr Wan Zaripah Wan Bakar
Dr Nurulezah Hasbullah
School of Dental Sciences
Universiti Sains Malaysia
Acceptance level of interactive lecture by PPSG ecturers at Universiti Sains Malaysia by Dr Wan Zaripah Wan Bakar is licensed under a Creative Commons
Attribution-NonCommercial-ShareAlike 4.0 International License.
Research Gap
Interactive lecture (IL) is still quite new things terminologically to School

of Dental Sciences (PPSG) lecturers even several lecturers unnoticed
have practiced it.
Many lectures seems unaware and lack of knowledge about IL.
The claims of heavy workload and less time especially by clinician
might hinder the use of IL in teaching and learning.
This study is to find out the acceptance level for IL by dental lecturers
at current time and after some exposure through intervention for the
future and further planning and application at PPSG, USM.
Research Objectives/Goals
To investigate the acceptance level to interactive lecture (IL)

among lecturers in School of Dental Sciences, USM.
To compare the difference in the acceptance level to IL between

clinical and basic sciences lecturers.
To compare the difference in the acceptance level to IL before

and after intervention between clinical and basic sciences
lecturers.
i. What is the acceptance level to interactive lecture among lecturers in School of Dental Sciences,
USM?
ii. Is there any difference on the acceptance level to interactive lecture between dental clinical lecturers and medical & basic sciences lecturers in School of Dental S
Research Questions
i.
What is the acceptance level to IL among lecturers in School of

Dental Sciences, USM?
ii.
Is there any difference on the acceptance level to IL between

clinical and basic sciences lecturers?
iii.
Is there any changes on the acceptance level to IL between

clinical and basic sciences lecturers after intervention?
Operational Definitions
Interactive lecture (IL): Classes in which the instructor incorporates

engagement triggers and breaks the lecture at least once per class to
have students participate in an activity that lets them work directly with
the material.
PPSG: School of Dental Sciences, USM.
Acceptance level: The act of accepting or the state of being accepted
either by words or conduct by which a person signifies his assent to
the terms and conditions.
Clinical lecturer: Lecturers who mainly teach in clinic. Usually
involved practical and clinical skills.
Basic Sciences lecturer: Lecturers who mainly teach medical & basic
sciences subjects, more in classroom and lecture hall.
Research Methods
Study Design
A cross-sectional study will be conducted among lecturers in School of
Dental Sciences, Universiti Sains Malaysia (USM) in the period of August
October 2015.
Study Population
The reference population is all lecturers in School of Dental Sciences, USM.
The source population is lecturers of academic year 2014/2015/2016. The
inclusion criteria is all basic sciences and clinical lecturers in School of
Dental Sciences, USM and the exclusion criteria is trainee lecturer.
Research Methods
Sample Size
The sample size is determined using the sample size calculator via
website http://www.surveysystem.com/sscalc.htm. The confidence
level is set at 95% while the confidence interval is 5. Sample
population is the total number of lecturers in School of Dental
Sciences, 72. Based on the online sample size calculator, the
sample is 61 subjects.
Sampling Method
All subjects fulfilling the criteria will be selected consisting of all
lecturers in School of Dental Sciences, USM. Total lecturers are 72;
hence all lecturers will be invited for this study.
Research Methods
Research tool and protocol
Two sets of the same self-administered questionnaires were used in this
study. It was given out online to participants with token of appreciation if
they participate in both. The questionnaires consist of 4 sections (A,B,C,D)
that will take about 15 20 minutes to complete.
The first set of self-administered questionnaire was given to all participants
before and the second set after exposure to a lecture on Introduction to IL;
and time given for them to seek more information/knowledge.
The questionnaire include demographic data and questions with Lickert
scale marks.
Data collections and analysis
The data was analyzed using SPSS version 22.0 using descriptive statistics
and using independent sample T-test with Mann-Whitney in order to
ascertain differences between basic science and clinical lecturers with
regard to the acceptance level to IL.
REPORT OF PRE-INTERVENTION IL SURVEY 2015

52 respondents = 52/72 X 100 = 71 % responds
37/52 (71.15%) is clinician and 15/52 (28.85%) is basic sciences lecturers
Lecturer in PPSG
Basic science
Clinical dentistry
Basic sciences
Clinical dentistry
Lecturer in PPSG
20
52
Compare Clinical and Basic Sciences

Are you aware about IL?
100
(%)
80
60
Clinical (%)
40
Basic (%)
20
0
No
Yes
(%)
I have a good knowledge

about IL
60.0
50.0
40.0
30.0
20.0
10.0
0.0
Clinical (%)
Basic (%)
Il is very important in teaching

and learning
70.0
60.0
(%)
50.0
40.0
Clinical (%)
30.0
Basic (%)
20.0
10.0
0.0
Not sure
Agree
Strongly agree
IL is used effectively in my
teaching
70.0
60.0
(%)
50.0
40.0
30.0
Clinical (%)
20.0
Basic (%)
10.0
0.0
Strongly Disagree Not sure
disagree
Agree
Strongly
agree
IL is suitable to be applied in
my teaching
60.0
50.0
(%)
40.0
30.0
Clinical (%)
20.0
Basic (%)
10.0
0.0
Disagree
Not sure
Agree
Strongly
agree
(%)
I agree to use IL in my teaching

50.0
45.0
40.0
35.0
30.0
25.0
20.0
15.0
10.0
5.0
0.0
Clinical (%)
Basic (%)
Disagree
Not sure
Agree
Strongly
agree
I agree that IL will be used at

PPSG
50.0
(%)
40.0
30.0
Clinical (%)
20.0
Basic (%)
10.0
0.0
Disagree
Not sure
Agree
Strongly
agree
(%)
I think IL should be practiced

fully in Malaysia
45.0
40.0
35.0
30.0
25.0
20.0
15.0
10.0
5.0
0.0
Clinical (%)
Basic (%)
Disagree
Not sure
Agree
Strongly
agree
Reasons for Cannot Apply

If you think that you cannot apply IL in your teaching, what are reasons? Please
list.
In clinical teaching , for me it will give benefit and understanding for the students if only by live
practical ( teach, show, share, give opportunity for students to do)
IL needs a lot of time for preparation and also practise before it becomes a reality for the beginners
Do not have enough time
Lack of computer knowledge
I lack in Computer literacy
In clinical teaching : student must do the clinical part by himself.
Lack of facilities and support in University to implement the application of IL.
IL will need careful and thoughtful planning to fit in a limited class-time.
Don't have enough knowledge about it
Need to attend courses regarding the matter to appreciate IL better
Not enough exposure of how to use IL
Not much information about it
Less knowledge and skill
Lack of knowledge in modern application
Cannot comment on this yet as i need to know in details on what is IL
Time to prepare perhaps
I can apply once i know how.
Clinical Dentistry
Basic science
Time to prepare perhaps

Participation from
students
If you thin that you cannot apply IL in your teaching, what are reasons? Please list.
Lack of facilities and support in University to implement the application of IL.
Do not have enough time
Lack of computer knowledege
I lack in Computer literacy
lack of knowledge in modern application
I greatly appreciate this application and I thank you for this effort. I hope this intervention
will help me and others to transform our teaching from a partial to a full active teaching!.
In clinical teaching : student must do the clinical part by himself.
To deliver the lecture in Orthodontic, where we teach the Year 4 student (those already
have basic knowledge in dentistry), I think our lecture time need to be extend. Cause first
we are going to deliver part of lecture content then engage them with some activity then
we can deliver further lecture content.
To sum up, We can apply IL in our PPSG, and i am already using it, but we need few
modification in our lecture room.
i didn't not the actual role of IL but i think it may help us for teaching
IL needs a lot of time for preparation and also practise before it becomes a reality for the
beginners.
I need to explore on my own to get more information about IL.
in clinical teaching , for me it will give benefit and understanding for the students if only
by live practical ( teach, show, share, give opportunity for students to do)
IL will need careful and thoughtful planning to fit in a limited class-time.
Don't have enough knowledge about it
need to attend courses regarding the matter to appreciate IL better
not enough exposure of how to use IL
Lecturer and students' commitment to participate
I can apply once i know how.
cannt comment on this yet as i need to know in details on what is IL
not much information about it
less knowledge and skill
Popularity of Tools Used

11 mostly used web-based interactive tools and techniques
E-learning (35)
Youtube (25)
Prezi (10)
Facebook (10)
What's app (10)
Blendspace (8)
Blogspot (3)
Twitter (2)
Mind map (2)
Kahoot.it (2)
Edmodo (2)
Traditional interactive tools and techniques
Seminar (41)
Question and answer (40)
Group discussion (35)
Forum (15)
Reflection (13)
Role play (11)
One sentence summary (2)
Think-pair-share (1)
Document management tools

o
o
o
o
o
Dropbox (36)
Google drive (16)
OneDrive (4)
iCloud (2)
Box (1)
Intervention
3 weeks gap between pre- and post intervention.

Intervention lecture session (3 hours) done on 17th September 2015.
Other related IL learning from CDAE workshop and courses.
Self- finding knowledge.
REPORT OF POST-INTERVENTION IL SURVEY 2015

37 respondents = 37/72 X 100 = 51.4 % responds
27/37 (72.97%) is clinician and 10/37 (27.03%) is basic sciences lecturers
Post-Intervention
Are you aware about IL?
120
100
(%)
80
60
Yes
40
20
0
Clinical (%)
Basic (%)
(%)
I have a good knowledge about

IL
70
60
50
40
30
20
10
0
Clinical (%)
Basic (%)
Disagree
Not sure
Agree
Strongly
agree
60
I have applied IL in my
teaching
50
70
60
50
40
30
20
10
0
40
Clinical (%)
(%)
(%)
IL is very important in
teaching and learning
30
Clinical (%)
20
Basic (%)
Basic (%)
10
Disagree Not sure
Agree
Strongly
agree
0
Disagree
Not sure
Agree Strongly agree
(%)
I agree to use IL in my
teaching
70
60
50
40
30
20
10
0
Clinical (%)
Basic (%)
Disagree
Not sure
Agree
Strongly
agree
teaching
60
50
(%)
40
30
Clinical (%)
20
Basic (%)
10
0
Disagree
Not sure
Agree
Strongly
agree
I think IL should be
practiced fully in Malaysia
80
70
60
50
40
30
20
10
0
50
40
Clinical (%)
(%)
(%)

PPSG
30
Clinical (%)
20
Basic (%)
Basic (%)
10
0
Disagree Not sure
Agree
Strongly
agree
Disagree Not sure
Agree
Strongly
agree
Interest for IL
Reasons for Cannot Apply: Post-intervention

If you think that you cannot apply IL in your teaching, what are reasons? Please
list.
Time constraint.
Preparation needs tons of hours as i'm not expert in handling new methods.
Time limitation
Pre-planning to be IL
I need some time to learn more about the tools and techniques
Can apply If there is good internet connection
I can apply it in my teaching but the problem may comes from the inadequate facility at some lecture
hall/seminar room in our place.
No facilities and support provided by the university
I need to attend workshops/courses and expose myself more on how to use a web based interactive
tools eg:prezi,youtube,edmodo etc
internet support when at home is slow
Can, however needed our class room and campus to be upgraded in IT technology more faster
internet facility.
Not enough training in IT
Poor internet connection speed
Not clear on the copyright issues as we want to share material for learning purpose but not sure about
the copyright issues
Less information about it.
If you think that you cannot apply IL in your teaching, what are reasons? Please list.
Clinical dentistry
Basic science
not enough knowledge

not computer savvy enough to
apply
Our Seminar Room in Trauma
building is not equip with the IL
facilities. For example there is
no audio system connected to a
PC, hence a video that I want to
share with the student can't be
hear.
Time constraint.
Preparation needs tons of hours
as i'm not expert in handling new
methods.
Not enough training in IT
No facilities and support provided by the university. For example, I was told by
PPKT I need to wait for at least one year before getting a PC for my teaching
works in my room. I was quite shock that as a lecturer I need to wait for that
long to get a PC in my room. I think this can compromise my teaching duty in
the university to certain extent.
Poor internet connection speed
Not clear on the copyright issues as we want to share material for learning
purpose but not sure about the copyright issues
Not enough time
Dont know how to use and apply web based interactive tools
Not applicable.
Time limitation
pre-planning to be IL
not applicable
I totally agree it can be applied but unsure how it can be implemented well in
teaching clinical dentistry.
I think I can apply IL in my teaching and it would be really good if i can apply it.
But i dont think i can start right away except for the simple ones like e-learning. I
need some time to learn more about the tools and techniques
no reason
I can apply it in my teaching but the problem may comes from the inadequate
facility at some lecture hall/seminar room in our place.
i need to attend workshops/courses and expose myself more on how to use a
web based interactive tools eg:prezi,youtube,edmodo etc
internet support when at home is slow
We can apply in our dental school, however it needed our class room and
campus to be upgraded in IT technology more faster internet facility.
less information about it.
in clinical teaching, direct approach and hands on skill more relevant
Mostly used web-based interactive tools and techniques
E-learning (30)
Youtube (21)
Facebook (15)
What's app (11)
Prezi (9)
Blendspace (7)
Twitter, Todaysmeet, Mind map (3)
Kahoot.it, Edmodo, Snagit, Storify, Blogspot , Telegram,
Wordpress (2)
Seminar (31)
Question and answer (29)
Group discussion (29)
Forum (14)
Role play (11)
One sentence summary (7)
Reflection (6)
Think-pair-share (5)
The muddiest point (2)
Viva voce (1)
O
O
O
O
O
O
O
Dropbox (28)
Google drive (12)
OneDrive (9)
iCloud (9)
Emoodle (3)
Box (1)
Wd cloud storage (1)
Compare Pre and Post-intervention: Clinician

Are you aware about
interactive lecture (IL)?
120.0
100.0
(%)
80.0
60.0
Yes
40.0
No
20.0
0.0
Pre Intervention (%) Post Intervention
(%)
I have a good knowledge

about IL
IL is very important in
60.0
50.0
30.0
20.0
Pre Intervention (%)
10.0
Post Intervention (%)
0.0
(%)
(%)
40.0
45.0
40.0
35.0
30.0
25.0
20.0
15.0
10.0
5.0
0.0

teaching

60.0
60.0
50.0
50.0
40.0
(%)
(%)
40.0
30.0
20.0
10.0
30.0

20.0
10.0
0.0
0.0
Disagree Not sure
Agree
Strongly
agree
I agree that IL will be used at PPSG

80.0
(%)
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
Not sure
Agree
Strongly
agree
Compare Pre and Post-intervention: Basic Sciences

Are you aware about Interactive
Lecture (IL)?
120.0
100.0
80.0
Post Intervention
(%)
Pre Intervention
60.0
Yes
40.0
No
20.0
0.0
I have a good knowledge about

IL
Il is very important in
70.0
60.0
50.0
(%)
(%)
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0

40.0
30.0
20.0
10.0
0.0
Not sure
Agree
Strongly
agree
45.0
70.0
40.0
60.0
35.0
50.0
30.0
25.0
20.0
15.0
10.0
(%)
(%)
IL is used effectiveky in my
teaching
40.0
30.0

20.0
10.0
5.0
0.0
0.0
Disagree Not sure
Agree
Not sure
Strongly
agree
Agree
Strongly
agree
(%)

PPSG
50.0
45.0
40.0
35.0
30.0
25.0
20.0
15.0
10.0
5.0
0.0

Disagree Not sure
Agree
Strongly
agree
Discussions
Limited response especially for post-intervention.

Majority claims have some knowledge of IL and improve to 100%
after the intervention. Anyway still many lecturers were not sure
about IL.
Generally, lecturers at PPSG accept the application of IL, they agree
about the important and show interest in applying it in their teaching.
No significant difference of all acceptance to IL components tested
in this study between Clin. and BS. lecturers.
Not all could attends the intervention lecture session (only 46) due to
other commitments or just non-interested
Clinical lecturers have more reasons/problems in applying it mostly
claims due to lack of knowledge, time limitation and unsatisfactory
supports and facilities especially internet at the university else than
not suits the clinical teaching condition.
No significant difference between Clin. and BS. lecturers responds
for pre- and post-intervention.
Several reasons were given for pre and post-intervention with more
variation post-intervention.
Concern and strategies must be found to overcome the hindering
factors especially commented by the clinician if to make application
of IL at PPSG successful..
Limitations
Time for the survey is quite short.

Difficulties in getting enough respondents because some
lecturers on sabbatical leave, further study, research leave,
and also other human factors.
Short of time for interventions: should have more sessions
and more knowledge transfer.
Conclusion
Generally, PPSG lecturers highly accepted the IL application

and no significant differences between group of Clinician and
Basic Sciences,
Clinical dentistry lecturers has more reasons and limitations
in applying the IL even after intervention , so concern should
be taken to find a way to improve this problems.
Pedagogical Implications
PPSG lecturers should be more exposed to the IL maybe through

CDAE/CPD workshops or online education.
Strategies need to be developed to enhance the application of IL
by clinician.
Infrastructures, facilities and support such as good internet
access to improve acceptance and convenience for lecturers to
adopt IL maximally.
References
Safa Jambi, Ayman M. Khalifah, Hani T. Fadel (2015). Shifting from traditional lecturing to interactive learning in Saudi
dental schools: How important is staff development? Journal of Taibah University Medical Sciences. 10(1):45-49.
http://www.sciencedirect.com/science/article/pii/S1658361215000104
Brunton PA, Morrow LA, Hoad-Reddick G, McCord JF, Wilson NH (2000). Students' perceptions of seminar and lecturebased teaching in restorative dentistry. Eur J Dent Educ. 4(3):108-11.
http://www.ncbi.nlm.nih.gov/pubmed/11168472
Tania M. Gerzina, Tim McLean, Jo Fairley (2005). Dental Clinical Teaching: Perceptions of Students and Teachers. Journal
of Dental Education. 69(12):1377-1384.
http://www.researchgate.net/profile/Tania_Gerzina/publication/7416805_Dental_clinical_teaching_perceptions_of_students_and
_teachers/links/004635240b40be8f98000000.pdf
Srinivasan Roopa, Bagavad Geetha M, Anitha Rani, Thomas Chacko (2013). What Type of Lectures Students Want? - A
Reaction Evaluation of Dental Students. Journal of Clinical and Diagnostic Research. 7(10):2244-2246.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3843470/pdf/jcdr-7-2244.pdf
Margrit P. Maggio, Karina Hariton-Gross, Joan Gluch, R.D.H. (2012). The Use of Independent, Interactive Media for
Education in Dental Morphology Journal of Dental Education. 76(11):1497-1511.
http://www.ehuman.com/files/Interactive_Media_for_Education.pdf
Cynthia J. Miller , Jacquee McNear , Michael J. Metz (2013). A comparison of traditional and engaging lecture methods in a
large, professional-level course. Advan in Physiol Edu. 37(4):347-355.
http://advan.physiology.org/content/37/4/347
Steinert Y and Snell LS (1999). Interactive lecturing: strategies for increasing participation in large group presentations.
Medical Teacher. 21(1):37-42.
http://med.ubc.ca/files/2012/03/Interactive-Lecturing-Strategies.pdf
Rehman R, Afzal K, Kamran A (2013). Interactive lectures: A perspective of students and lecturers. J Postgrad Med Inst.
27(2):152-6.

Acceptance Level of IL by PPSG Lecturers, Universiti Sains Malaysia

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Dr Wan Zaripah Wan Bakar

Interactive lecture (IL) is still quite new things terminologically to School

To investigate the acceptance level to interactive lecture (IL)

To compare the difference in the acceptance level to IL between

To compare the difference in the acceptance level to IL before

What is the acceptance level to IL among lecturers in School of

Is there any difference on the acceptance level to IL between

Is there any changes on the acceptance level to IL between

Interactive lecture (IL): Classes in which the instructor incorporates

REPORT OF PRE-INTERVENTION IL SURVEY 2015

Compare Clinical and Basic Sciences

I have a good knowledge

Il is very important in teaching

I agree to use IL in my teaching

I agree that IL will be used at

I think IL should be practiced

Reasons for Cannot Apply

Time to prepare perhaps

Popularity of Tools Used

Traditional interactive tools and techniques

Document management tools

3 weeks gap between pre- and post intervention.

REPORT OF POST-INTERVENTION IL SURVEY 2015

I have a good knowledge about

Agree Strongly agree

I agree that IL will be used at

Disagree Not sure

Disagree Not sure

Reasons for Cannot Apply: Post-intervention

not enough knowledge

Mostly used web-based interactive tools and techniques

Compare Pre and Post-intervention: Clinician

I have a good knowledge

Pre Intervention (%)

Post Intervention (%)

Pre Intervention (%)

I agree to use IL in my teaching

Post Intervention (%)

Pre Intervention (%)

Disagree Not sure

I agree that IL will be used at PPSG

Pre Intervention (%)

Post Intervention (%)

Compare Pre and Post-intervention: Basic Sciences

I have a good knowledge about

Post Intervention (%)

Pre Intervention (%)

Pre Intervention (%)

Post Intervention (%)

I agree to use IL in my teaching

Pre Intervention (%)

Post Intervention (%)

Post Intervention (%)

I agree that IL will be used at

Pre Intervention (%)

Disagree Not sure

Limited response especially for post-intervention.

Time for the survey is quite short.

Generally, PPSG lecturers highly accepted the IL application

PPSG lecturers should be more exposed to the IL maybe through

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