Authors :
Dr. Adelin Niyonsaba; Espoir Irakoze; Amal Barkouk; Fatima Zahra Mouzoun; Zineb Boubekri; Hind Berrami; Nouha Belayachi; Manar Jallal; Zineb Serhier; Mohammed Bennani Othmani
Volume/Issue :
Volume 9 - 2024, Issue 4 - April
Google Scholar :
https://tinyurl.com/ynekvb4v
Scribd :
https://tinyurl.com/3s4f7pxh
DOI :
https://doi.org/10.38124/ijisrt/IJISRT24APR278
Abstract :
Background:
Learning through active methods is recognized for
facilitating material assimilation, increasing motivation,
improving performance, and fostering autonomy among
medical students. Despite these advantages, some
difficulties persist for certain students, and traditional
teaching methods continue to dominate in medical
faculties.
Objective:
This study aims to describe the viewed impact of
active pedagogy methods and students' perception
towards them.
Population and Methods:
A cross-sectional study was conducted among
medical students at the Faculty of Medicine and
Pharmacy of Casablanca in November and December
2023. The sample size was calculated using Epi Info
7.2.5.0 software, and probabilistic sampling was used to
determine our sample. Data were collected using an
electronic questionnaire (Google Forms) containing
questions about the impact and perception of active
pedagogy, then processed and analyzed using R software
while maintaining confidentiality and data protection.
Results:
Out of a total of 442 students who were mostly
female (57.2%), a large portion (83.0%) were unfamiliar
with the concept of active pedagogy. However, the most
well-known active pedagogy methods were simulation,
practical and directed work, and clinical cases among
54.0% of students, role-playing, group work, and
presentations among 44.2%, as well as e-learning among
32.7%. The results showed that the majority of students
recognized the benefits of active pedagogy: it increases
educational performance (86.8%) and engagement
(77.7%), helps succeed in evaluations (80.4%), boosts
motivation (80%), fosters autonomy (79.5%), and
prepares for professional life according to 81.3% of
students. Over 82% of students favored replacing
traditional pedagogy with active pedagogy.
Conclusion:
Active methods are highly appreciated by medical
students for their ability to promote autonomous
learning and high educational performance. However,
despite their satisfaction, these methods remain
underutilized, and some students still encounter
difficulties. The majority of students support their
generalization as a replacement for traditional methods.
Keywords :
Active pedagogy, Learning, Medical Students, Impact, Satisfaction.
Background:
Learning through active methods is recognized for
facilitating material assimilation, increasing motivation,
improving performance, and fostering autonomy among
medical students. Despite these advantages, some
difficulties persist for certain students, and traditional
teaching methods continue to dominate in medical
faculties.
Objective:
This study aims to describe the viewed impact of
active pedagogy methods and students' perception
towards them.
Population and Methods:
A cross-sectional study was conducted among
medical students at the Faculty of Medicine and
Pharmacy of Casablanca in November and December
2023. The sample size was calculated using Epi Info
7.2.5.0 software, and probabilistic sampling was used to
determine our sample. Data were collected using an
electronic questionnaire (Google Forms) containing
questions about the impact and perception of active
pedagogy, then processed and analyzed using R software
while maintaining confidentiality and data protection.
Results:
Out of a total of 442 students who were mostly
female (57.2%), a large portion (83.0%) were unfamiliar
with the concept of active pedagogy. However, the most
well-known active pedagogy methods were simulation,
practical and directed work, and clinical cases among
54.0% of students, role-playing, group work, and
presentations among 44.2%, as well as e-learning among
32.7%. The results showed that the majority of students
recognized the benefits of active pedagogy: it increases
educational performance (86.8%) and engagement
(77.7%), helps succeed in evaluations (80.4%), boosts
motivation (80%), fosters autonomy (79.5%), and
prepares for professional life according to 81.3% of
students. Over 82% of students favored replacing
traditional pedagogy with active pedagogy.
Conclusion:
Active methods are highly appreciated by medical
students for their ability to promote autonomous
learning and high educational performance. However,
despite their satisfaction, these methods remain
underutilized, and some students still encounter
difficulties. The majority of students support their
generalization as a replacement for traditional methods.
Keywords :
Active pedagogy, Learning, Medical Students, Impact, Satisfaction.
