Teaching Methods in Medical Education: An Analysis of the Assessments and Preferences of Students

Conrado A. Fernández-Rodríguez (), M. Carmen Arenas-Fenollar, Irene Lacruz-Pérez and Raúl Tárraga-Mínguez
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Conrado A. Fernández-Rodríguez: Department of Medicine, Faculty of Medicine, University of Valencia, 46010 Valencia, Spain
M. Carmen Arenas-Fenollar: Department of Psychobiology, Faculty of Psychology, University of Valencia, 46010 Valencia, Spain
Irene Lacruz-Pérez: Department of Education and School Management, Faculty of Teacher Training, University of Valencia, 46022 Valencia, Spain
Raúl Tárraga-Mínguez: Department of Education and School Management, Faculty of Teacher Training, University of Valencia, 46022 Valencia, Spain

Sustainability, 2023, vol. 15, issue 11, 1-11

Abstract: Knowing which teaching methods students value the most is important, as it directly affects the quality of learning. This paper analyzes which teaching methods are most commonly used in the Medicine Degree at a Spanish university, as perceived by both professors and students. It further explores the students’ assessments of these methods and the relationship between these assessments and the methods’ frequencies of use. The participants were 36 professors and 150 students. Professors completed the Teaching and Assessment Methodology of University Faculty Questionnaire (TAMUFQ), while students were administered a specially designed questionnaire. The questionnaire defined twelve teaching methods, and students were asked to provide their personal assessment and the frequency of use for each method based on their experiences. Professors reported adhering to a traditional style of teaching and assessment. According to the students, the most commonly used method was the lecture, although their assessments of lectures were significantly lower than the frequency with which that method was being used. Regarding the eleven remaining methods, the prospective doctors’ assessments were significantly higher than the methods’ degree of use. The main conclusion is that, while students did not negatively assess lectures, they considered them to be overused. This may mean that the potential of other teaching methods is being missed.

Keywords: instructional preferences; lecture; medical education; teaching method (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2023
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Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:15:y:2023:i:11:p:9044-:d:1163193

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