‘Qualitative Evaluation of Teaching - Learning Approaches Effected in the Teaching Program of First-Year Medical Undergraduates at Aiims Gorakhpur’

Abstract

Objectives: The students learning relies to a great extent upon how they contemplate regarding their assessment. This study meant to investigate the existing teaching-learning methods effected at our institute and record the insight of medical students towards the importance of teaching-learning methods and its feedback on their learning. Methods: A qualitative analytical method was embraced in which a pre-validated, well-structured questionnaire was designed and administered to the students to record their impression of appraisals. Student perceptions were additionally investigated in focus groupdiscussions. Questionnaire findings were correlated with students counselling data and perception of academic facilitators. Results:74.5% of the studentsbelieve that too much portion covered in less time, thereby rendering didactic lectures effective. 37 study participants mentioned that small group discussions are more beneficial and should occur more often.Conclusions: Academic facilitators distinguished that a portion of the students' recommendations are more practical than others. Majority of the students preferred the traditional classroom lectures and believed it to be beneficial in enhancing knowledge and learning over the self-directed active learning.