A study on the preference of teaching methods among medical undergraduate students in a tertiary care teaching hospital, India

• Published in: Journal of Education and Health Promotion Vol. 9; no. 1; p. 275
• Main Authors: Jana, PulakKumar, Sarkar, TarunKumar, Adhikari, Mrinmoy, Chellaiyan, VinothGnana, Ali, FasnaLiaquath, Chowdhuri, Shubho
• Format: Journal Article
• Language: English
• Published: Mumbai Medknow Publications & Media Pvt. Ltd 01.01.2020; Wolters Kluwer - Medknow; Wolters Kluwer Medknow Publications
• Subjects: Absenteeism; Active Learning; College students; Hospitals; Medical education; Medical Students; Original; perceptions and preferences; Preferences; Teaching hospitals; Teaching methods; Undergraduate Students; India
• ISSN: 2277-9531; 2319-6440
• DOI: 10.4103/jehp.jehp_232_20

BACKGROUND: In medical education, the learning–teaching method is an active process in which both 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 face the challenge of teaching larger classes in a short period. Furthermore, it is observed that there is a lack of consensus about the best teaching and learning methods for medical students. This study aims to assess the preference of teaching methods and identify the reason for absenteeism among medical undergraduate students in a tertiary care teaching hospital. MATERIALS AND METHODS: A cross-sectional study was conducted among 246 medical undergraduate 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 teaching methods. 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 students preferred practical demonstration (81.3%) as the preferred method of teaching and computer with a liquid crystal display projector as ideal media for teaching (63.8%). Boring/monotonous teaching class was found (73.5%) to be an important cause for absenteeism among medical undergraduate students. CONCLUSION: The results indicate that the medical student's preference is changing from passive learning to active learning. We conclude by linking these emerging perceptions with suggestions to help drive excellence in medical education.