Firdous Jahan, Muhammad A A Siddiqui, Maryam Abdul-Jabar Al-Khouri, Alka Ahuja, Mustafa Manhal Al-Ward
Active Teaching and Learning Strategies in Medical Education: Perception and Barriers among Faculty Members at Oman Medical College,Sohar/Bowshar Sultanate of Oman
Background: Medical education is constantly evolving .It is more effective and long lasting if it is self-initiated and self-directed. Active teaching and learning strategy (ATLS) is the process by which a medical student independently, or in a group, identifies his or her learning objectives and actively seeks information necessary to achieve objectives. The study aims at identifying the faculty’s use of active teaching and learning strategies and to explore the perceived barriers to its use in undergraduate teaching in the medical college. Methods: A cross sectional survey based study was carried out at Oman Medical College. All teaching faculties consented to participate were included in the study. Data was collected on self-administered questionnaire in which core elements were divided - Active teaching and learning strategies, barriers for active teaching and learning strategies and self-perception of the faculty about attributes of students. Statistical analysis was performed using SPSS (IBM SPSS Statistics 20.0). Data were expressed in frequencies, mean and percentages.Results: Total 60/ 74 faculty participated in the study; response rate is 81%; 38.3% are male and 61.7% are female. Almost half of them are 40-50 years old and 50% faculty having total teaching experience >10 years. Majority of faculty are using ATLS as personal interest besides course requirements. Faculty’s barriers for not using ATLS are heterogeneous group of students (34%) and not being well prepared for that (41%), too much preparation time (40%), time constraint (46.7%) and lack of learning resources (41.6%). Conclusion: Study results concluded that faculty members are interested in active teaching and learning to improve their teaching and learn more about the use of active learning in the classroom. The main perceived barriers were lack of necessary class time, high comfort level with traditional lectures, and insufficient time to develop materials.
___
- Armbruster P, Patel M, Johnson E, Weiss M. Active learning and student-centered pedagogy improve student attitudes and performance in Introductory Biology. CBE Life Sci Educ 2009; 8: 203–213.
- Carvalho H, West CA. Voluntary participation in an active learning exercise leads to a better understanding of physiology. Adv Physiol Educ 2011; 35: 53–58.
- Cavanagh M. Students’ experiences of active engagement through cooperative learning activities in lectures. Active Learn Higher Educ 2011; 12: 23–33.
- Ernst H, Colthorpe K. The efficacy of interactive lecturing for students with diverse science backgrounds. Adv Physiol Educ 2007; 31: 41–44.
- Lom B. Classroom activities: simple strategies to incorporate student centered activities within undergraduate science lectures. J Undergrad Neurosci Educ 2012; 11: A64–A71.
- Lujan HL, DiCarlo SE. Too much teaching, not enough learning: what is the solution? Adv Physiol Educ 2006; 30: 17–22.
- DaRosa DA, Skeff K, Friedland JA, Coburn M, Cox S, Pollart S, O'connell M, Smith S. Barriers to effective teaching Acad Med. 2011 Apr; 86(4):453-9. doi: 10.1097/ACM.0b013e31820defbe.
- Michael K. Where’s the evidence that active learning works? Adv Physiol Educ 2006; 30: 159–167.
- Leipzig R, Hyer K, Ek , Wallenstein S, Vezina M, Fairchild S, Cassel C, Howe J. Attitudes toward working on interdisciplinary healthcare teams: a comparison by discipline. Journal of the American Geriatrics Society 2002; 50: 1141-1148.
- Margery D. Problem based learning, Centre for Medical Education, University of Dundee, 2005:4-17.
- Meo SA, Shahabuddin S, Al Masri AA, Ahmed SM, Aqil M, Anwer MA, Al-Drees AM. Comparison of the impact of power point and chalkboard in undergraduate medical teaching: an evidence based study. J Coll Physicians Surg Pak 2013; 23(1):47-50.
- Crosby J, Hesketh EA. Developing the teaching instinct: Small group learning. Med Teach. 2004; 26(1):16-19.
- Meo SA. Giving feedback in medical teaching, A case of lung function laboratory / Spirometry. J Coll Physicians Surg Pak. 2013; 23(1):86-89.
- Abubakir M S, Nazar P S, Ali A D, Namir G AT, Tariq S AH. A qualitative assessment of faculty perspectives of small group teaching experience in Iraq. BMC Medical Education 2015; 15:19
- Minhas PS, Ghosh A, Swanzy L. The effects of passive and active learning on student preference and performance in an undergraduate basic science course. Anat Sci Educ 2012; 5: 200–207.
- Swapnil P, Chinmay S. Faculty perceptions of the strengths, weaknesses and future prospects of the current medical undergraduate experimental physiology curriculum in Gujarat, India. Indian J Physiol Pharmacol 2015; 59(1):109-116.
- Kowalczyk N, Hackworth R, Case-Smith J. Perceptions of the use of critical thinking teaching methods. Radiol Technol. 2012; 83(3):226-36.
- Knight JK, Wood WB. Teaching more by lecturing less. Cell Biol Educ2005; 4: 298–310.
- Archana A, Dharwadkar, Shruti M. Undergraduate students’ and faculty perceptions on small group learning in biochemistry. International Journal of Scientific Research and Education. 2015;3(2):2917-2923
- Minhas PS, Ghosh A, Swanzy L. The effects of passive and active learning on student preference and performance in an undergraduate basic science course. Anat Sci Educ 2012; 5: 200–207.
- Katie J. Suda MS, Gillian C. Bell, Andrea S. Franks .Faculty and Student Perceptions of Effective Study Strategies and Materials. American Journal of Pharmaceutical Education 2011; 75 (10).
- Desselle BC, English R, Hescock G, Hauser A, Roy M, Yang T, Chauvin SW. Evaluation of a Faculty Development Program aimed at increasing residents’ active learning in lectures. J Grad Med Educ 2012; 4: 516–520.
- Sultan AM. Basic steps in establishing effective small group teaching sessions in medical schools. Pak J Med Sci. 2013; 29(4): 1071–1076.
- Helena F. The Use of Small Group Tutorials as an Educational Strategy in Medical Education. International Journal of Higher Education, 2015; 4(2).
- Cynthia JM, Michael JM. A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers. Adv Physiol Educ 2014; 38: 246–252
- Graffam B. Active learning in medical education: strategies for beginning implementation. Med Teach. 2007; 29(1):38-42.
- ISSN: 1307-2048
- Yayın Aralığı: Yılda 4 Sayı
- Başlangıç: 2007
- Yayıncı: -