Obstacles in Implementing Active Learning: A Descriptive Cross-sectional Study from a Medical College in Central Nepal.
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 tr...
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| Format: | Article |
| Language: | English |
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Karnali Academy of Health Sciences
2022-12-01
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| Series: | Journal of Karnali Academy of Health Sciences |
| Subjects: | |
| Online Access: | http://jkahs.org.np/jkahs/index.php/jkahs/article/view/757 |
| _version_ | 1797643865339985920 |
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| author | Gulam Khan Amit Shrestha Sameer Timilsina Ajeevan Gautam Shuvechha Shakya |
| author_facet | Gulam Khan Amit Shrestha Sameer Timilsina Ajeevan Gautam Shuvechha Shakya |
| author_sort | Gulam Khan |
| collection | DOAJ |
| description |
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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| first_indexed | 2024-03-11T14:22:11Z |
| format | Article |
| id | doaj.art-47d2709d3a6145bca4a389b7bb2c7f82 |
| institution | Directory Open Access Journal |
| issn | 2616-0064 2676-1327 |
| language | English |
| last_indexed | 2024-03-11T14:22:11Z |
| publishDate | 2022-12-01 |
| publisher | Karnali Academy of Health Sciences |
| record_format | Article |
| series | Journal of Karnali Academy of Health Sciences |
| spelling | doaj.art-47d2709d3a6145bca4a389b7bb2c7f822023-10-31T15:40:34ZengKarnali Academy of Health SciencesJournal of Karnali Academy of Health Sciences2616-00642676-13272022-12-0153Obstacles in Implementing Active Learning: A Descriptive Cross-sectional Study from a Medical College in Central Nepal.Gulam Khan0Amit Shrestha1Sameer Timilsina2Ajeevan Gautam3Shuvechha Shakya4Department of Anatomy, Chitwan Medical College, Bharatpur-13 Chitwan, NepalDepartment of Anatomy, Chitwan Medical College, Bharatpur-13 Chitwan, NepalDepartment of Physiology, Chitwan Medical College, Bharatpur-13 Chitwan, NepalDepartment of Anatomy, Chitwan Medical College, Bharatpur-13 Chitwan, NepalDepartment of Anatomy, Chitwan Medical College, Bharatpur-13 Chitwan, Nepal 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. http://jkahs.org.np/jkahs/index.php/jkahs/article/view/757Active learningDidactic learningMedical educationNepal |
| spellingShingle | Gulam Khan Amit Shrestha Sameer Timilsina Ajeevan Gautam Shuvechha Shakya Obstacles in Implementing Active Learning: A Descriptive Cross-sectional Study from a Medical College in Central Nepal. Journal of Karnali Academy of Health Sciences Active learning Didactic learning Medical education Nepal |
| title | Obstacles in Implementing Active Learning: A Descriptive Cross-sectional Study from a Medical College in Central Nepal. |
| title_full | Obstacles in Implementing Active Learning: A Descriptive Cross-sectional Study from a Medical College in Central Nepal. |
| title_fullStr | Obstacles in Implementing Active Learning: A Descriptive Cross-sectional Study from a Medical College in Central Nepal. |
| title_full_unstemmed | Obstacles in Implementing Active Learning: A Descriptive Cross-sectional Study from a Medical College in Central Nepal. |
| title_short | Obstacles in Implementing Active Learning: A Descriptive Cross-sectional Study from a Medical College in Central Nepal. |
| title_sort | obstacles in implementing active learning a descriptive cross sectional study from a medical college in central nepal |
| topic | Active learning Didactic learning Medical education Nepal |
| url | http://jkahs.org.np/jkahs/index.php/jkahs/article/view/757 |
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