Teaching Methods in Medical Education: An Analysis of the Assessments and Preferences of Students

Abstract

Knowing which teaching methods students value the most is important, as it directly affects the quality of learning. This paper analyzes which teaching methods are most commonly used in the Medicine Degree at a Spanish university, as perceived by both professors and students. It further explores the students’ assessments of these methods and the relationship between these assessments and the methods’ frequencies of use. The participants were 36 professors and 150 students. Professors completed the Teaching and Assessment Methodology of University Faculty Questionnaire (TAMUFQ), while students were administered a specially designed questionnaire. The questionnaire defined twelve teaching methods, and students were asked to provide their personal assessment and the frequency of use for each method based on their experiences. Professors reported adhering to a traditional style of teaching and assessment. According to the students, the most commonly used method was the lecture, although their assessments of lectures were significantly lower than the frequency with which that method was being used. Regarding the eleven remaining methods, the prospective doctors’ assessments were significantly higher than the methods’ degree of use. The main conclusion is that, while students did not negatively assess lectures, they considered them to be overused. This may mean that the potential of other teaching methods is being missed.

Preuniversity Students' Perceptions and Attitudes About an Anatomy and Physiology Outreach Program: Survey Study and Inductive Thematic Analysis (Preprint)

“…This allows prospective candidates to get first-hand knowledge of medical school expectations, pedagogical appropriateness, professors and current medical students, life as a medical student, and the general learning environment. For instance, the flip-class and team-based learning methods may be preferred by some but not by others owing to differences in teaching and learning styles and preferences [37]. Thus, the outreach activities could emulate the formal undergraduate classes to make informed decisions on selection of institution and what to pursue for their career.…”