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Int J Med Educ. 2017 Sep 22;8:326-333. doi: 10.5116/ijme.59b9.5f40.

Is lecture dead? A preliminary study of medical students' evaluation of teaching methods in the preclinical curriculum.

Author information

1
Department of Medical Education, University of Alabama at Birmingham, Birmingham, AL, USA.
2
Department of Cell, Developmental and Integrative Biology, University of Alabama at Birmingham, Birmingham, AL, USA.

Abstract

Objectives:

To investigate medical students' perceptions of lecture and non-lecture-based instructional methods and compare preferences for use and quantity of each during preclinical training.

Methods:

We administered a survey to first- and second-year undergraduate medical students at the University of Alabama School of Medicine in Birmingham, Alabama, USA aimed to evaluate preferred instructional methods.  Using a cross-sectional study design, Likert scale ratings and student rankings were used to determine preferences among lecture, laboratory, team-based learning, simulation, small group case-based learning, large group case-based learning, patient presentation, and peer teaching. We calculated mean ratings for each instructional method and used chi-square tests to compare proportions of first- and second-year cohorts who ranked each in their top 5 preferred methods.

Results:

Among participating students, lecture (M=3.6, SD=1.0), team based learning (M=4.2, SD=1.0), simulation (M=4.0, SD=1.0), small group case-based learning (M=3.8, SD=1.0), laboratory (M=3.6, SD=1.0), and patient presentation (M=3.8, SD=0.9) received higher scores than other instructional methods. Overall, second-year students ranked lecture lower (χ2(1, N=120) =16.33, p<0.0001) and patient presentation higher (χ2(1, N=120) =3.75, p=0.05) than first-year students.

Conclusions:

While clinically-oriented teaching methods were preferred by second-year medical students, lecture-based instruction was popular among first-year students. Results warrant further investigation to determine the ideal balance of didactic methods in undergraduate medical education, specifically curricula that employ patient-oriented instruction during the second preclinical year.

KEYWORDS:

case-based learning; collaborative learning; instructional methods; laboratory; lecture; patient presentation; simulation; team-based learning; undergraduate medical education

PMID:
28945195
PMCID:
PMC5699863
DOI:
10.5116/ijme.59b9.5f40
[Indexed for MEDLINE]
Free PMC Article

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