Introduction 

　　We at Melaka Manipal Medical College (Manipal Campus) have students undergoing their first 2.5 yr of a medical training program. During the first year, the students are taught anatomy, physiology, and biochemistry. The anatomy classes include small-group (up to 20 students) cadaveric dissection sessions and large-group lecture classes of 1 h each.

　　The small-group teaching is conducted in the form of dissection and discussion sessions where students are actively involved in learning. However, it has been observed that during large-group lecture classes, students are not able to concentrate on the lecture after an initial period of 20–25 min. This is mainly because of the monotony and lack of variety during the lecture. As an effort toward breaking the monotony, the "rapid-response test" is conducted in the middle of a lecture.

　　The rapid-response test. 

　　During a regular lecture class, after about 25 min of lecture, this multiple true-false test is conducted. About 10 statements on the topics discussed in the previous lecture are displayed on the screen in the form of a PowerPoint slide presentation. Of the 10 statements, usually only 3–5 statements are true statements. Students are asked to identify these true statements as fast as possible. The maximum time given for the test is 5 min. Students are allowed to refer to text books during the test. Once the test is over, during next 5 min, the teacher discusses all the statements with the students. Usually about 10 min is spent for this activity, after which the lecture is continued.

　　In addition to breaking monotony during the lecture, the rapid-response test is also a recall or revision of previously studied topics. As a result, students find this activity very interesting and useful. Development of healthy competition among the students within the class is also observed.

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《生理教育医学期刊》2006年6月第30卷第2期