Teaching Methodologies;

Mukhtar, Fatima; Hashmi, Noreen Rahat; Rauf, Muhammad Ali; Anzar, Amna; Butt, Khurram Islam; Ahmed, Moneeb; Abbas, Kumail

doi:10.29309/tpmj/2012.19.05.2325

Cited by 4 publications

(2 citation statements)

References 2 publications

(3 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A very small percentage of students in our study preferred SPs (2%), OWLs (1%), and GSs (1%). This finding was consistent with a study done by Mukhtar et al 13 who also found that the least preferred methodology was the OWL.…”

Section: Discussionsupporting

confidence: 92%

Learning style of medical students and their preferred teaching methodologies in a medical college in Nepal: a descriptive cross-sectional study

Pathak,

Neupane,

Tamang

et al. 2023

International Journal of Surgery: Global Health

View full text Add to dashboard Cite

Introduction: Each individual learns differently. Honey and Mumford classified learning styles as activists, reflectors, theorists, and pragmatists. This study was conducted to find out the frequency of learning styles and preferred teaching methodology of students in a medical college in Nepal. Methods: Two hundred MBBS students participated in this study who were selected through a stratified sampling technique using students’ class year as a stratum, followed by a simple random sampling method. Honey and Mumford’s learning style questionnaire was used to determine learning styles. A self-developed questionnaire was used to find their preferred teaching methodology. Results: Of the total, 139 males and 61 females participated in the study where 9 (4.5%) students were activists, 21 (10.5%) were theorists, 112 (56%) were reflectors, and 24 (12%) were pragmatists. Out of all participants, 50 (25%) preferred interactive learning, 47 (23.5%) preferred problem-based learning, 59 (29.5%) preferred self-study, and only 2 (1%) students preferred one-way lectures and guest speakers each. Conclusion: The majority of students were reflectors (56%) and pragmatists (12%). Most students preferred self-study (29.5%) but one-way lectures were less preferred. Medical institutions should align teaching strategies with the learning styles of medical students to improve their understanding and performance.

show abstract

Section: Discussionsupporting

confidence: 92%

Learning style of medical students and their preferred teaching methodologies in a medical college in Nepal: a descriptive cross-sectional study

Pathak,

Neupane,

Tamang

et al. 2023

International Journal of Surgery: Global Health

View full text Add to dashboard Cite

show abstract

“…The least favored styles were those that involved didactic or one-way teaching such as students' presentations, intradepartmental lecture (IDL) or guest lecture. Same results were observed by Bhalli et al and Mukhtar et al [7,24].…”

Section: Discussionsupporting

confidence: 88%

Preferred Learning Styles and Teaching Methods Among Medical Students: A Cross-Sectional Study

Alfarsi,

Elaghoury,

Kore

2023

Cureus

View full text Add to dashboard Cite

IntroductionKnowing the learning styles of medical students is an important factor as it can help in making learning more effective. Research has shown that medical students in various years of studies have selective learning styles and liking to a particular teaching strategy. The aim of the present study was to identify the preferred learning styles and teaching methods of medical students through all the years of study using the VARK (for Visual, Aural, Read/Write, Kinesthetic) questionnaire. MethodA cross-sectional study was conducted among the medical students of year 1 (MD1) to year 6 (MD6), except MD5, at the College of Medicine and Health Sciences, Sohar, Oman. The VARK questionnaire was used to record the learning style preference of the students, and an additional question was asked to know the teaching method that the students preferred to be used. ResultsA total of 292 students responded to the questionnaire. The majority of the students had preference for the multimodal style of teaching (54%), mostly bimodal (30%). This was followed by the kinesthetic mode of learning (30%) in the unimodal style. The MD1 and MD6 students had preference for the unimodal style whereas the other years (MD2, MD3, MD4) had preference for the bimodal style. The teaching method preferred by most of the students included clinical skills lab (64%) followed by interactive lecture (59%) and lab work (57%). ConclusionThe study showed that most of the students had preference for more than one (bimodal) learning style. The research findings can help the teachers recognize the learning problems among students and execute the needed teaching strategies.

show abstract

Behind teaching-learning strategies in physiology: perceptions of students and teachers of Brazilian medical courses

Nasre-Nasser

Oliveira

Ribeiro

et al. 2022

Advances in Physiology Education

View full text Add to dashboard Cite

The teaching-learning process must constantly overcome the barriers imposed by rapid scientific and technological advances, as well as changes in the profile of students and access to information. This study intended to analyze the perceptions of students and professors of medical courses about the teaching-learning strategies used in physiology at different Brazilian universities, as well as the factors that influence or hinder the learning of this discipline. There were analyzed questionnaires from 174 students and 16 professors of physiology from medical courses of 20 higher education institutions (public and private) in a southern Brazilian state. The teaching strategies most used by physiology teachers coincided with the classroom activities that students consider to have the greatest contribution to their learning (expository classes/lectures, tests and questionnaires, problem-based learning/clinical case studies and demonstrative/practical classes). It was also evidenced that teachers' didactic is considered as a very influencing factor for the students during their learning process, while the teachers pointed out daily pedagogical practice as the most relevant factor in the development of their skills within the classroom. Besides, some factors hindering the teaching-learning process of physiology were identified by the respondents, such as: large amount of information, little time for study outside the classroom, previous knowledge and intrinsic difficult of the discipline. Finally, students tend to study alone and generally used teachers' slides and their own notes as study materials. The continuous assessment of the perceptions, needs and difficulties of students and teachers plays an essential role improving the teaching-learning process.

show abstract

Teaching Methodologies;

Cited by 4 publications

References 2 publications

Learning style of medical students and their preferred teaching methodologies in a medical college in Nepal: a descriptive cross-sectional study

Learning style of medical students and their preferred teaching methodologies in a medical college in Nepal: a descriptive cross-sectional study

Preferred Learning Styles and Teaching Methods Among Medical Students: A Cross-Sectional Study

Behind teaching-learning strategies in physiology: perceptions of students and teachers of Brazilian medical courses

Contact Info

Product

Resources

About