Perception and preferences of teaching and learning methods among second year medical students: a cross sectional survey in a rural tertiary care teaching hospital

Manu G.; Padmanabha T. S.; Chandrakantha T; Neha K

doi:10.18203/2319-2003.ijbcp20161560

Authors

Manu G. Department of Pharmacology, Adichunchanagiri Institute of Medical Sciences, B.G. Nagar, Nagamangala Taluk, Mandya, Karnataka, India
Padmanabha T. S. Department of Pharmacology, Adichunchanagiri Institute of Medical Sciences, B.G. Nagar, Nagamangala Taluk, Mandya, Karnataka, India
Chandrakantha T Department of Pharmacology, Adichunchanagiri Institute of Medical Sciences, B.G. Nagar, Nagamangala Taluk, Mandya, Karnataka, India
Neha K Department of Pharmacology, Adichunchanagiri Institute of Medical Sciences, B.G. Nagar, Nagamangala Taluk, Mandya, Karnataka, India

DOI:

https://doi.org/10.18203/2319-2003.ijbcp20161560

Keywords:

Teaching and learning methods, Perceptions, Preferences, Medical students

Abstract

Background: Imparting a large amount of knowledge within a limited time period in a way it is retained, remembered and effectively interpreted by a medical student is considered to be a challenge which has resulted in crucial changes in the medical educational field, with a shift from didactic teacher centered and subject based teaching to the use of interactive, problem based, student centered learning. Learning styles and approaches of each medical undergraduate vary considerably and their learning needs also differ individually. The objective of the study was to assess the perception of 2^nd year medical students towards teaching and learning methods, to know their preferences among 3 commonly used audio visual teaching methods chalk and board (CB), power point teaching (PPT) and over-head projector (OHP), to explore the most influencing qualities of a teacher perceived by these medical undergraduates.

Methods: A cross-sectional descriptive questionnaire-based study was conducted among 2^nd year medical students of AIMS, B. G. Nagar, Karnataka, India. A pre-designed, pre-tested self-administered questionnaire was used to collect data.

Results: Total respondents were 184. Among them 116 were females (63.04%) and 68 were males (36.95%). All were within the age group of 19-21 years. Chalk and board (64%) was the most preferred teaching method. 76.63% students felt that chalk board facilitates interaction between students and teacher, 69.56% perceived that diagrams can be easily copied, 67.39% opined that clinical problems can be solved better. However to demonstrate the clinical conditions (70.65%) and covering more subject per lecture (59.23%) students preferred ppt teaching. The preferred learning method in our study was small group discussion (29%) followed by tutorials (27%), self-study (23%) and lectures (16%). Approachability (54.89%) of a teacher towards students, good teaching skills (50.54%) and knowledge towards the subject (45.65%) are the most influencing qualities of a teacher perceived by these medical undergraduates.

Conclusions: Chalk and board teaching remains the best preferred teaching aid which can be supplemented with PPT and OHP to improve medical teaching. Small group discussion is the most preferred learning method when compared with tutorial, student’s seminar and lectures indicating that students are more interested in active teaching and learning methods.

Metrics

Metrics Loading ...

References

Samara KL, Fernando T, Rodrigo C. Learning styles and approaches to learning among medical undergraduates and postgraduates. BMC Med Educ. 2013;13:42.

Murphy RJ, Gray SA, Straja SR, Bogert MC. Student learning preferences and teaching implications. J Dent Educ. 2004;68:859-66.

Abidin M, Rezaee A, Abdullah H, Singh K. Learning styles and overall academic achievement in a specific educational system. International Journal of Humanities and Social Science. 2011;1:143-52.

Abbas PG. Visual, auditory, kinaesthetic learning styles and their impacts on English language teaching. Journal of Studies in Education. 2012;2(1):104-13.

Nuzhat A, Salem R, Quadri M, Al-Hamdan N. Learning style preferences of medical students: a single-institute experience from Saudi Arabia. Int J of Med Educ. 2011;2:70-3.

Lubawy WC: Evaluating teaching using the best practices model. Am J Pharm Educ. 2003;67(3):87.

Patil U, Vaidya S, Jore S, Parekh M. Patwardhan study of student’s feedback on present teaching and learning patterns. Int J Recent Trends Sci Tech. 2012;4(1):34-5.

Gade G, Chari S, Dasgupta S. Perception of the medical students of a private medical college on their future career. Indian J Applied Res. 2013;3(10):1-4.

Web.cortland.edu. Modalities; 2014. Available at http://www.web.cortland.edu/andersmd/learning/modalities.htm. Accessed on 16 February 2016.

Falk NE, Walmsley D, Brennan M, Fournier DM, Junfin Glass B, Haden K. Cognition and learning. Eur J Dent Educ. 2002;6:27-32.

Chadwick SM, Bearn DR, Jack AC, O'Brien KD. Orthodontic undergraduate education: developments in a modern curriculum. Eur J Dent Educ. 2002;6:57-63.

Honigsfeld A, Dunn R. High school male and female learning style similarities and differences in diverse nations. J Educ Res. 2003;96:195-206.

Golden AS. Lecture skills in medical education. Indian J Pediatrics.1989;56:29-34.

Banerjee I, Jauhari AC, Bista D, Johorey AC, Roy B, Sathian B. Medical students view about the integrated MBBS course: a questionnaire based cross-sectional survey from a medical college of Kathmandu valley. Nepal Journal of Epidemiology. 2011;1(3):95-100.

Novelli ELB, Fernandes AAH. Students preferred teaching techniques for biochemistry in biomedicine and medicine courses. Biochem Mo Biol Educ. 2007;35:263-6.

Bennal A, Itagi V, Taklikar RH. Role of audio-visual aids in physiology lecture. National Journal of Physiology, Pharmacy and Pharmacology. 2014;4(2):102-4.

D’cruz SM, Muthukumar S, Rajaratnam N, Anandarajan B. Perceptions of medical students in India about the use of role-play as a teaching-learning method in physiology. International Journal of Biomedical and Advance Research. 2013;4:227-32.

Williams S, Bidyadhar S, Nunes P, Stevenson K. Communicating with first year medical students to improve communication skills teaching in the university of the West Indies. International Journal of Medical Education. 2010;1:5-9.