Medical students’ teaching preferences at Abubakar Tafawa Balewa University

Abstract

This study investigated the perceptions and preferences of medical students at Abubakar Tafawa Balewa University (ATBU) regarding various teaching methods, including lectures, problem-based learning (PBL), team-based learning (TBL), practical demonstrations, and digital learning tools.

A cross-sectional survey of 171 medical students was conducted, using a semi-structured questionnaire. Students were selected using stratified random sampling techniques. Quantitative data were analyzed using descriptive statistics (frequencies, percentages) and inferential statistics (Chi-square test) and qualitative data were analysed using thematic content analysis. The thematic content analysis was based on 171 responses.

Practical demonstrations (32.2%) and small group activities (24.0%) were the preferred teaching methods. Key challenges identified include difficulty retaining information (48.0%) and inadequate preparation for clinical practice (15.8%). The students demanded practical, clinically relevant learning, and lecturers who are well-grounded in their subjects and had good teaching skills. Specifically, they preferred lecturers who are medical consultants and could also mentor them.

The teaching curriculum in the school should incorporate more clinically relevant, practical demonstrations with adequate clinical exposure, more group-based learning, and improved digital infrastructure. Retention techniques should be routinely taught to improve learning retention. Finally, more doctors should be employed for training and mentoring the students. Lecturers should be trained in positive teaching and mentoring skills and to avoid student intimidation.

Introduction

Learning is an interactive and collaborative process where students and teachers partner to facilitate knowledge sharing [1]. In medical education, effective teaching strategies are of paramount importance, not only for knowledge transfer but also for the development of skills crucial for clinical practice. Traditional didactic, subject-centered teaching has increasingly given way to interactive, problem-based learning [2]. While lectures remain a cornerstone and may be more comfortable for some students and lecturers, they are often criticized for being passive and reducing student engagement [3]. On the other hand, student-centered approaches like problem-based learning (PBL) foster critical thinking, an essential skill for successful, independent medical practice [4]. Identifying teaching methods that meet diverse learning needs remains a challenge for many instructors [5].

Alternative learning methods that challenge the traditional methods include problem-based learning (PBL), team-based learning, and digital tools [6,7]. Problem-based learning (PBL) focuses on real-life clinical problems to encourage critical thinking [8]. It is often preferred for its relevance to clinical practice [9]. Virtual simulations allow students to practice clinical skills in a safe, controlled environment without compromising patient safety [10]. Small group activities (SGA) are essential for teamwork development and deeper understanding [1]. Practical demonstrations are preferred for aligning with the practical nature of medical training [5]. Digital learning offers flexibility and accessibility, particularly highlighted during the COVID-19 pandemic and multimodal learning involves visual, auditory, and kinesthetic components to aid learning, thereby meeting the learning needs of visual and other kinds of learners [11,12].