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ORIGINAL ARTICLE
Year : 2016  |  Volume : 6  |  Issue : 1  |  Page : 36-40

Evaluation of surgical teaching methods by medical students at academic centers at Jeddah, Saudi Arabia


1 Department of Surgery, King Abdulaziz University, Jeddah, Saudi Arabia
2 Department of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia

Correspondence Address:
Dr. Hana’a Tashkandi
Department of Surgery, King Abdulaziz University, P.O. Box - 80215, Jeddah - 21589
Saudi Arabia
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/2278-9596.187192

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Background: The present times have seen a transformational change in teaching methods in medical schools. The aim of this study was to present medical students' evaluation of various teaching methods and their opinions of different means of assessment. Methods: This cross-sectional study was conducted at King Abdulaziz University Hospital in March 2015 on fourth-, fifth- and sixth-year medical students at the Faculty of Medicine, King Abdulaziz University, Ibn Sina Medical College and Batterjee Medical College, Jeddah. The survey instrument consisted of a self-filled questionnaire, which was developed with closed-ended format questions that were easy to read and non-intrusive. Students were asked their opinion regarding different surgical teaching methods as well their effectiveness and drawbacks. Descriptive statistics was computed for all variables. Results: A total of 187 questionnaires were completed and analyzed (response rate, 100%). Most students (65.2%) graded the efficiency of lectures as medium. Active learning (51.9%), feedback (45.6%) and knowledge gained (63.1%) from lectures were also graded as medium by most students. Most students (41.2%) considered the efficiency of self-directed learning to be medium; 47.1% graded active learning as medium. The majority of students (72.7%) considered problem-based learning (PBL) to be student-oriented. About 70.6% of the students thought that PBL encouraged teamwork, while 46.5% responded that students acquired less knowledge through PBL. Whiteboards, lecture notes, and PowerPoint presentations were graded as high, while overheads were graded as medium. The respondents had a poor opinion of e-learning. Most students graded multiple-choice questions, short-answer questions, verbal assessments, and skill-based Objective Structured Clinical Examination as high. Conversely, most students graded essays as low. Conclusion: Although medical students at King Abdulaziz University had a favorable opinion of lectures and PBL, most perceived that they gained more knowledge from lectures, suggesting that traditional methods of teaching such as lectures still have value in medical education.


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