Introduction: Traditional lecture (TL) is the predominant format of teaching content related to lower levels of cognitive domain. A large portion of the content in a lecture is factual and is repeated year after year. A modification of the traditional lecture format to deliver such repetitive content in an automated form would significantly reduce teacher effort. However, such a format should not compromise on the quality of content delivered. Also, it is important to obtain student perception regarding such a modified lecture format before implementing it on a regular basis. Aims and objectives: The primary aim of this study was to develop a format of automated lecture delivery that would reduce teacher effort without compromising on quality and to obtain student perception about the effectiveness of this format. Materials and methods: The authors designed a method called the ‘Controlled Automated Lecture’ (CAL) which involved presenting the lecture with the help of pre-recorded power point slides in the lecture class in the teacher’s presence using an inherent feature of the power point software. After presenting the lecture in this format students perception was obtained using a feedback questionnaire having qualitative and quantitative responses. Results: Students opined that the CAL format was either equivalent or more effective than the TL format on all except two counts viz. interaction with the teacher and doubt solving. Conclusion: The CAL format would be well accepted by students if implemented by incorporating a high opportunity for teacher-student interaction and doubt solving.