PERSPECTIVES OF FIRST & SECOND-YEAR MEDICAL STUDENTS ABOUT INNOVATIVE INSTRUCTIONAL STRATEGIES VERSUS TRADITIONAL CLASSROOM-BASED TEACHING AT REHMAN MEDICAL COLLEGE, PESHAWAR: A CROSS-SECTIONAL STUDY
DOI:
https://doi.org/10.69723/njms.04.04.0620Keywords:
Innovative teaching, Traditional classroom teaching, Problem-based learning, Case-based learningAbstract
BACKGROUND: Innovative instructional strategies such as Problem-Based Learning (PBL), Case-Based Learning (CBL), and seminars are increasingly being adopted in medical education to promote active learning, self-directed learning, critical thinking, and clinical reasoning.
OBJECTIVE: To explore and compare the perspectives of first and second year medical students regarding innovative instructional strategies (PBL, CBL, and seminars) versus traditional classroom based teaching at Rehman Medical College, Peshawar.
METHODOLOGY: A total of 181 first and second-year medical students were purposively selected for this cross-sectional study. A 19-item questionnaire was used to collect data about students' perception of innovative instructional strategies, including problem-based learning, case-based learning, and seminars. The age range was between 18 and 20, and they had experience with PBL, CBL, and seminars.
RESULTS: Out of the 181 participant students 49.1% (n=88) were male and 51%(n=92) were female with a mean age range of 19.8+/-1.0. Most of the participants agreed with benefits of (CBL, PBL), (mean=1.69 – 2.67). Highest agreement (mean=1.69) for inclusion of PBL/CBL, and neutral to slight disagreement (mean=2.67) for classroom teaching was observed. Female students (mean=2.69) were more inclined towards innovative teaching than male students (mean=2.95). Positive correlation between CBL/PBL and communication skills, retention of knowledge (r = 0.519, p < 0.01), self-study skills (r = 0.547, p < 0.01) & critical thinking (r = 0.304, p < 0.01), participation (r = 0.524, p < 0.01) and improvement in confidence levels (r = 0.244, p < 0.01) were observed. Negative correlation was observed between traditional teaching and cognitive thinking (r = -0.315, p < 0.01) and correlation of knowledge to practice (r = -0.292, p < 0.01)
CONCLUSION: CBL/PBL/seminars were considered effective for critical thinking, participation, application & retention of knowledge, enhanced student confidence, and communication skills. Better organization of PBL/CBL was recommended.
References
REFERENCES
1. Challa KT, Sayed A, Acharya Y. Modern techniques of teaching and learning in medical education: a descriptive literature review. MedEdPublish. 2021;10(1):1–14.
https://doi.org/10.15694/mep.2021.000047.1
2. Datta A, Ray J. Case based learning in undergraduate pathology: a study to assess its efficacy and acceptability as a teaching-learning tool. Int J Med Sci Public Health. 2016;3(6):93–100.
3. Khalid AM, Sohail M, Naiyar I, Khalid H, Riaz M, Baig M. Perceptions of medical students in Pakistan, KSA, and the US regarding the significance of case-based learning. J Taibah Univ Med Sci. 2021;16(3):344–9.
https://doi.org/10.1016/j.jtumed.2021.02.011
4. Al-Zahrani AM. From passive to active: the impact of the flipped classroom through social learning platforms on higher education students’ creative thinking. Br J Educ Technol. 2015;46(6):1133–48.
https://doi.org/10.1111/bjet.12353
5. Gogoi G. Introduction of case-based learning in undergraduate pathology teaching. PARIPEX Indian J Res. 2021;10(Feb):4–7.
https://doi.org/10.36106/paripex
6. Zhao W, He L, Deng W, Zhu J, Su A, Zhang Y. Effectiveness of combined problem-based and case-based learning in clinical teaching of thyroid disease. BMC Med Educ. 2020;20(1):1–10.
https://doi.org/10.1186/s12909-020-02255-7
7. Vedi N, Dulloo P. Students’ perception and learning on case-based teaching in anatomy and physiology: an e-learning approach. J Adv Med Educ Prof. 2021;9(1):8–17. https://doi.org/10.30476/jamp.2020.87332.130
8. Zaidi SAA, Baqar A, Hakeem S, Abbas Z, Ilyas F, Raza IM. Comparing dental undergraduates’ perceptions regarding case-based learning and problem-based learning: a Karachi multi-center survey. Ann Abbasi Shaheed Hosp Karachi Med Dent Coll. 2024;29(2):178–86. https://doi.org/10.58397/ashkmdc.v29i2.829
9. Zhang A, Olelewe CJ, Orji CT, Ibezim NE, Sunday NH, Obichukwu PU, et al. Effects of innovative and traditional teaching methods on students’ achievement in computer craft practices. SAGE Open. 2020;10(4):1–14.
https://doi.org/10.1177/2158244020969572
10. Trullàs JC, Blay C, Sarri E, Pujol R. Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review. BMC Med Educ. 2022;22(1):1–12.
https://doi.org/10.1186/s12909-022-03154-8
11. Gartmeier M, Pfurtscheller T, Hapfelmeier A, Grünewald M, Häusler J, Seidel T, et al. Teacher questions and student responses in case-based learning: outcomes of a video study in medical education. BMC Med Educ. 2019;19(1):1–13.
https://doi.org/10.1186/s12909-019-1838-1
12. Gasim MS, Ibrahim MH, Abushama WA, Hamed IM, Ali IA. Medical students’ perceptions toward implementing case-based learning in clinical teaching and clerkship training. BMC Med Educ. 2024;24(1):1–8.
https://doi.org/10.1186/s12909-024-04000-5
13. Burgess A, Matar E, Roberts C, Haq I, Wynter L, Singer J, et al. Scaffolding medical student knowledge and skills: team-based learning and case-based learning. BMC Med Educ. 2021;21(1):1–14.
https://doi.org/10.1186/s12909-021-02718-3
14. Kyriakoulis K, Patelarou A, Laliotis A, Wan AC, Matalliotakis M, Tsiou C, et al. Educational strategies for teaching evidence-based practice to undergraduate health students: systematic review. J Educ Eval Health Prof. 2016;13:34.
https://doi.org/10.3352/jeehp.2016.13.34
15. Salman SMA, Taheer TB, Memon SS, Iqbal Z, Yahya U, Khan U. Comparative perception of undergraduate medical and dental students between case-based learning and problem-based learning in Karachi. Pak J Med Health Sci. 2023;17(3):742–5. https://doi.org/10.53350/pjmhs2023173742
16. Gleason BL, Peeters MJ, Resman-Targoff BH, Karr S, McBane S, Kelley K, et al. An active-learning strategies primer for achieving ability-based educational outcomes. Am J Pharm Educ. 2011;75(9):186.
https://doi.org/10.5688/ajpe759186
17. Phillips J, Wiesbauer F. The flipped classroom in medical education: a new standard in teaching. Trends Anaesth Crit Care. 2022;42:4–8.
https://doi.org/10.1016/j.tacc.2022.01.001
18. Al-Shaikh G, Al Mussaed EM, Altamimi TN, Elmorshedy H, Syed S, Habib F. Perception of medical students regarding problem-based learning. Kuwait Med J. 2015;47(2):133–8.
19. Bano N, Arshad F, Khan S. Case-based learning and traditional teaching strategies: where lies the future? Pak Armed Forces Med J. 2015;65(1):118–42.
Available from: https://pafmj.org/PAFMJ/article/download/705/512
20. Diwan JS, Sanghavi SJ, Shah CJ, Shah AM. Comparison of case-based learning and traditional lectures in physiology among first-year undergraduate medical students. Natl J Physiol Pharm Pharmacol. 2017;7(7):744–8.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Mahrukh Ikram Shah, NOWSHAD ASIM, Muhammad Zarghama Khan, Asna Kulsoom, Talha Mir
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Readers may “Share-copy and redistribute the material in any medium or format” and “Adapt-remix, transform, and build upon the material”. The readers must give appropriate credit to the source of the material and indicate if changes were made to the material. Readers may not use the material for commercial purposes. The readers may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
.png)
