Medical students' evaluation of physiology learning environments in two Nigerian medical schools.
Adv Physiol Educ
; 35(2): 146-8, 2011 Jun.
Article
em En
| MEDLINE
| ID: mdl-21652499
ABSTRACT
The expansion of biomedical knowledge and the pursuit of more meaningful learning have led to world-wide evidence-based innovative changes in medical education and curricula. The recent emphasis on problem-based learning (PBL) and student-centred learning environments are, however, not being implemented in Nigerian medical schools. Traditional didactic lectures thus predominate, and learning is further constrained by funding gaps, poor infrastructure, and increasing class sizes. We reviewed medical students' perceptions of their exposed learning environment to determine preferences, shortcomings, and prescriptions for improvements. The results confirm declining interest in didactic lectures and practical sessions with preferences for peer-tutored discussion classes, which were considered more interactive and interesting. This study recommends more emphasis on student-centered learning with alternatives to passive lecture formats and repetitive cookbook practical sessions. The institutionalization of student feedback processes in Nigerian medical schools is also highly recommended.
Texto completo:
1
Coleções:
01-internacional
Contexto em Saúde:
2_ODS3
Base de dados:
MEDLINE
Assunto principal:
Fisiologia
/
Faculdades de Medicina
/
Estudantes de Medicina
/
Ensino
/
Aprendizagem Baseada em Problemas
/
Meio Ambiente
Tipo de estudo:
Qualitative_research
/
Sysrev_observational_studies
Limite:
Adolescent
/
Adult
/
Female
/
Humans
/
Male
País/Região como assunto:
Africa
Idioma:
En
Revista:
Adv Physiol Educ
Ano de publicação:
2011
Tipo de documento:
Article