Preferred Teaching Techniques Among Undergraduate Medical Students at a Private Medical College in Lahore

Abstract

Background and Objective: With ongoing educational reforms, understanding the teaching styles adopted
by medical faculty is crucial for refining instructional strategies and enhancing learning outcomes. Limited
research has explored the distinct teaching approaches employed by medical educators. This study aims to
identify the preferred teaching methodologies among undergraduate medical students at Lahore Medical &
Dental College, Lahore, Pakistan.
Methods: This cross-sectional study was conducted over a four-month duration from March to June 2023 at
LM&DC, Lahore. All 131 students registered in fourth year MBBS were taken as the study population.
Approval from the Institutional Review Board (IRB) LM&DC was obtained and an informed consent was
taken from the participants. Data were collected using a modified questionnaire. A structured questionnaire
was developed by adapting validated items from prior studies on medical education to assess preferences for
lectures, small group discussions, scenario based learning and other techniques. The collected data were
analyzed using the Statistical Package for Social Sciences (SPSS) version 22 and presented through tables.
Results: The results showed that most of the students (95.4%) were strongly in favor of practical hands-on
activities and Case-Based Learning Scenarios, followed by clinical rotations and practical exposure for
which 93.9% participants agreed, while the least preferred method was lectures to which only 54.2% agreed.
Conclusion: This study underscores the importance of adapting teaching methods to align with students'
preferences. Incorporating a variety of teaching techniques, such as small group discussions and practical
activities, alongside traditional lectures, can enhance the medical education experience.
Key Words: Medical education, teaching techniques, student preferences, small group discussion, lectures