The student’s wordings: Merits, flaws and recommendations for improvement of teaching, learning and assessment methodologies of an undergraduate medical curriculum

Abstract

Introduction: Curriculum design, delivery and implementation is an essential part of formal medical education. Seeing the vital role which curriculum plays in medical education, regular evaluation and feedback have to be the norm.

Objective: The objective of study was to gauge the perceptions of undergraduate students regarding teaching, learning and assessment methodologies alongside the strengths, weaknesses in curriculum implementation.

Methods: This mixed-method study was conducted at Amna Inayat Medical College, Sheikhupura, from February 2022 until May 2022.The quantitative data from 4th year MBBS students was analysed through the filling of a pre-validated questionnaire through a Qualtrix-generated link by students. For the qualitative part, seven students were invited to participate in the FGD. Transcripts of the focus group discussion were transcribed by Atlast Ti and analysed for themes, subthemes, and quotes.

Results: Fourth year students (n = 96) participated in the study. The percentage of positive feedback regarding content coherence, class participation, and teaching methodologies was 59%, 76%, and 57%, respectively. 58% of students rated small group discussions (SGD) as the best teaching strategy; however, 61% of them acknowledged multiple choice questions (MCQs) as the best assessment method. Negative perception (28%) was recorded with respect to the learning environment.

Conclusion: Students were positive overall as far as their learning experiences are concerned, yet they identified numerous problematic areas.

Keywords: Feedback, Perception, Medical students, Curriculum.