Students’ perception regarding pedagogy, andragogy, and heutagogy as teaching–learning methods in undergraduate medical education

نویسندگان
Lokendra Sharma, . ID 1
Neha Sharma, . ID 2
Charu Jain, . ID 3
Alka Bansal, . ID 4
Smita Jain, . ID 5
Moksh Madaan, . ID 6

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4 Department of Mathematics, JECRC University, Jaipur, Rajasthan, India

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doi
چکیده

INTRODUCTION: Medical education is tricky to imbibe and difficult to apply. Variousteaching–learning  (TL) methods have been tried from time to time to enhance the proficiency ofstudents. The aim was to assess the students’ perception toward three different TL methods (pedagogy,andragogy, and heutagogy) in medical education.MATERIALS AND METHODS: A comparative experimentalquestionnaire‑based study was doneon population of second‑year MBBS students of SMS Medical College, Jaipur, in October 2019.They were taught topic of anticancer drugs using pedagogy, andragogy, and heutagogy methods.Then, their opinion regarding these methods was collected and evaluated. The reliability of thequestionnaire was ascertained by Cronbach’s alpha value which turned out to be 0.89. The datacollected were analyzed statistically using one‑way Analysis of Variance (ANOVA) and PrincipalComponent Analysis (PCA).RESULTS: The results showed that all these methods differ significantly from each other as theP < 0.05 considering 5% as level of significance. PCA revealed that andragogy and heutagogy werefound to be most effective in this study.CONCLUSION: Competency‑based andragogy and capability‑based heutagogy are more effectiveTL methods than didactic lecture‑based pedagogy for MBBS undergraduate students.

کلیدواژه‌ها
Medical education, pedagogy, self‑directed learning