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How undergraduate medical students reflect on instructional practices and class attendance: a case study from the Shifa College of Medicine, Pakistan
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Talat Ahmed
, Abida Shaheen, Fahad Azam - J Educ Eval Health Prof. 2015;12:7. Published online March 22, 2015
- DOI: https://doi.org/10.3352/jeehp.2015.12.7
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- 1 Web of Science
- 1 Crossref
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Abstract
PDF - The goal of this study was to assess student perceptions of a variety of instructional practices and attitudes toward class attendance. Data were obtained and analyzed by administering a questionnaire to students of the Shifa College of Medicine, Pakistan in 2011 and 2012. The subjects positively assessed most instructional practices, and in particular felt that teaching sessions conducted in small groups were more valuable than formal lectures in large groups. Students did not like having to give presentations, quizzes, panel discussions, and journal club. A positive correlation was found between the perceived importance of attendance and levels of academic motivation. Of the students surveyed, 11.8% were against mandatory attendance, saying that it reduced motivation and that attendance should be optional. In conclusion, the students had a positive perception of a range of instructional practices, and felt especially positively about practices that involve student activity in small groups. Programmatic improvement in instructional practices might increase class attendance.
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Citations
Citations to this article as recorded by
- Do Medical Students’ Learning Styles and Approaches Explain Their Views and Behavior Regarding Lecture Attendance?
Ali El Mokahal, Ali Ahmad, Joseph R. Habib, Ali A. Nasrallah, George Francis, Ramzi Sabra, Nathalie K. Zgheib
Medical Science Educator.2021; 31(5): 1693. CrossRef
- Do Medical Students’ Learning Styles and Approaches Explain Their Views and Behavior Regarding Lecture Attendance?
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