Background: The ability to deliver lectures effectively establishes foundations for successful knowledge education within medical programs. Interventional research examines the effectiveness of three teaching methods including chalk and board (C&B), PowerPoint presentations (PPT) and a combination between them at a medical college in Uttar Pradesh India. Methods: The study divided its 300 students from MBBS and DMLT and OT technician courses into three sections (n=100 each) to access different teaching methods. After the lesson students answered multiple-choice questions which evaluated their academic progress and used a four-scale satisfaction survey. The researchers applied descriptive statistics combined with ANOVA with post-hoc t- tests and Chi-square tests for data analysis. A p<0.05 significance threshold was adopted. Results: The C&B+PPT group achieved significantly higher MCQ scores (8.5 ± 1.3) compared to C&B (7.2 ± 1.1; p < 0.0001) and PPT (7.9 ± 1.5; p = 0.0005), with ANOVA confirming overall differences (p = 0.034). Student satisfaction was highest for the combined method (99%), surpassing C&B (97%) and PPT (95%) (p = 0.001). Qualitative feedback highlighted enhanced engagement through real-time C&B interactions and PPT’s visual clarity, with 87% of students favouring the integrated approach for its balance of structure and interactivity. Conclusion: These findings align with prior studies demonstrating the superiority of blended methods in improving knowledge retention and learner satisfaction. The results advocate for integrating traditional and digital tools in medical curricula to accommodate diverse learning preferences and optimize pedagogical outcomes. This study underscores the need for evidence-based, adaptable teaching strategies in medical education to enhance healthcare training quality.