Obstacles in Implementing Active Learning: A Descriptive Cross-sectional Study from a Medical College in Central Nepal.
DOI:
https://doi.org/10.61814/jkahs.v5i3.757Keywords:
Active learning, Didactic learning, Medical education, NepalAbstract
Introduction: Education is a dynamic process that needs periodic refining. The lack of innovative teaching techniques in academics makes medical education inadequate in making a significant stride toward the future. Didactic lectures (DL) have been the gold standard and the most common method of traditional teaching and learning practice. Active learning improves the knowledge-sharing process facilitates the development of analytical approaches to problem-solving and develops critical thinking. This study aims to evaluate the knowledge, obstacles, and options for implementing active learning among current teaching faculties of different affiliations.
Methods: A descriptive, cross-sectional study was conducted on August 2022 among seventy-eight study participants. They were instructed to fill in the preformed proforma after obtaining written consent. Statistical analysis was done using SPSS.
Results: Fifty-two (66.7 percent) of participants strongly favored that active learning imparts better content knowledge, with forty-six (59 percent) of participants strongly agreeing that lack of insufficient student-teacher interaction is an obstacle for active learning. Forty-four (56.4 percent) participants strongly agreed that group work facilitates active learning.
Conclusion: Active learning methods can be implemented in the medical curriculum as medical educators are aware of the challenges and obstacles of this teaching-learning method. It can develop lifelong learning skills among students and teachers.
Keywords: Active learning; Didactic learning; Medical education.
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