Objective <p>To compare module-based versus conventional lectures for undergraduate teaching in pediatrics.</p> Methods <p>This quasi-experimental study was conducted among phase III part II MBBS students during their pediatric posting at a tertiary care teaching center in Southern India. Fifty students each in the experimental and control group were taught using module-based and conventional lectures, respectively. The learning outcome was evaluated by pre-, and post-test scores and analyzed by ‘paired t test’, ‘unpaired t test’ and ‘repeated measure ANOVA’. Perception was assessed using five-point Likert scale.</p> Results <p>The gain of marks for module-based teaching was statistically significant compared to conventional lecture (<i>P</i> &lt; 0.001). Regarding perception, 72% of students ‘strongly agreed’ (40%) and ‘agreed’ (32%) to the different characteristics of modular teaching whereas in conventional lecture, 34% were neutral, 32% disagreed, and 12% strongly disagreed.</p> Conclusion <p>The knowledge outcome and perception level in module-based teaching are&#xa0;superior to that of&#xa0;conventional lectures.</p>