A study on the preference of teaching methods among medical undergraduate students in a tertiary care teaching hospital, India
نویسندگان
1 Department of Community Medicine, Chettinad Hospital and Research Institute, Chettinad Academy of Research and Education, Kelembakkam, Chennai, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth - Deemed to be University, Chengalpattu, Tamil Nadu, India
3 MBBS Undergraduate Student, Murshidabad Medical College, West Bengal, India
4
5
6
doi
چکیده
BACKGROUND: In medical education, the learning–teaching method is an active process in whichboth students and teachers have to work mutually to enlighten the knowledge. Currently, in India,there is an increase in the enrollment of students in medical fields and thus medical educators facethe challenge of teaching larger classes in a short period. Furthermore, it is observed that there isa lack of consensus about the best teaching and learning methods for medical students. This studyaims to assess the preference of teaching methods and identify the reason for absenteeism amongmedical undergraduate students in a tertiary care teaching hospital.MATERIALS AND METHODS: A cross‑sectional study was conducted among 246 medicalundergraduate students in a tertiary care teaching hospital from August 2019 to October 2019.A pretested, validated self‑administered questionnaire was used to assess the preference of teachingmethods. The data were analyzed using SPSS‑IBM software 23.RESULTS: The majority of the students belonged to 20–21 years of age group. Most of the studentspreferred practical demonstration (81.3%) as the preferred method of teaching and computer witha liquid crystal display projector as ideal media for teaching (63.8%). Boring/monotonous teachingclass was found (73.5%) to be an important cause for absenteeism among medical undergraduatestudents.CONCLUSION: The results indicate that the medical student’s preference is changing from passivelearning to active learning. We conclude by linking these emerging perceptions with suggestions tohelp drive excellence in medical education.
