Preferences and Perceptions of Undergraduate Medical Students Regarding Teaching–Learning Methods at a Tertiary Teaching Hospital in South India: A Cross-Sectional Study

Abstract

Background: Medical education is increasingly adopting learner-centred teaching–learning strategies to promote active participation, critical thinking, problem-solving, and clinical reasoning. The implementation of competency-based medical education (CBME) in India has further emphasized the importance of understanding students’ preferences and perceptions to optimize teaching methodologies.

Aim: To assess the preferences and perceptions of undergraduate medical students regarding various teaching–learning methods at a tertiary teaching hospital in South India.

Methods: A cross-sectional study was conducted among 252 undergraduate MBBS students across all academic phases at a tertiary teaching hospital in South India. Data were collected using a structured, paper-based questionnaire adapted from a previously published study. The questionnaire assessed demographic characteristics, preferences for different teaching methods, perceived effectiveness in maintaining attention and promoting interaction, preferred teaching aids, optimal teaching-session duration, and awareness of newer teaching methodologies. Data were analysed using SPSS, with descriptive statistics used to summarize the findings.

Results: Among the 252 participants, 52.8% were female and 63.5% were aged 18–20 years. Problem-based learning (PBL) received the highest mean preference score (3.98 ± 0.77), followed by small-group discussions (SGDs; 3.96 ± 0.90), while didactic lectures received a mean score of 3.18 ± 1.08. Maintained or strong focus was reported by 77.8% of students for PBL and 75.0% for SGDs, compared with 47.6% for didactic lectures. SGDs received the highest rating for teacher–student interaction, with 81.7% reporting likely or very likely interaction. Models, charts, and specimens were the most preferred teaching aids (39.3%), and 43.7% preferred 40-minute teaching sessions. Furthermore, 72.6% of participants reported being unaware of newer teaching methodologies.

Conclusion: The illustrative findings suggest favourable student perceptions of interactive teaching approaches, particularly PBL and SGDs, regarding preference, attention, and teacher–student interaction. These findings may inform the integration of learner-centred approaches into undergraduate medical education. However, the results presented here are based on simulated data and must be replaced with verified findings from the actual study before publication.