What prospective doctors reflect about medical education: The client's perspective

Objectives: To document the views of the ‘consumer’, i.e. medical students, about the prevailing teaching methods and the role of teachers, and elicit their suggestions to make the process of learning better.

Methodology: A cross-sectional study carried out among the interns of two selected medical colleges situated in the National Capital Region (NCR) of India. A self-administered semi-open-ended questionnaire was used for data collection.

Results: The total number of respondents was 191, including 77.5% males. A majority (109; 57.1%) preferred the chalk and board method of theory teaching. Only 13 (6.8%) claimed to have attended more than 90% of the scheduled classes, while only 15 (7.8%) claimed to have been attentive in more than 90% of the classes they attended. The primary motive to attend theory lectures was ‘to complete the attendance requirement'for 49.7% of the respondents. The majority of the students, i.e. 149 (79.7%), indicated that their aim of knowledge gain was fulfilled in 50% or less of the classes attended. A large majority (145 (75.9%)) agreed that replacing theory lectures by tutorials is a good idea. A majority (76.4%) felt that attendance should not be mandatory in theory classes. The respondents suggested ‘more practicals'and ‘bedside clinical learning'for teaching medicine.

Conclusion: The interns provided some valuable inputs on the effectiveness of the current modalities of teaching theory in medical undergraduate education. Medical teaching should try to address students’ preferences so that they are taught in an environment most conducive for their learning.