Document Type : Original Article
Authors
- . Pulak Kumar Jana
- . Tarun Kumar Sarkar
- . Mrinmoy Adhikari
- . Vinoth Gnana Chellaiyan 1
- . Fasna Liaquath Ali 2
- . Shubho Chowdhuri 3
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
Abstract
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.
Keywords
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