Preferences and expectations of undergraduate students regarding teaching-learning methods in medical physiology

Original Article

Author Details : Smita S Patil, Vinod V Wali*

Volume : 6, Issue : 4, Year : 2019

Article Page : 387-390

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Introduction: Teaching in various medical college, worldwide has gone under lot of changes by the
use different methodologies like the use of chalk piece to power point presentations (PPT) and virtual
simulations. Clinical Medical Physiology is a 1st year subject in Bachelor of Medicine and Bachelor of
Surgery (MBBS) course and often students find the subject difficult and too much. Trials by the use of
single or multiple tools for teaching clinical medical physiology, in addition to conventional teaching, have
been found to be useful. Physiology, implies student’s active participation in the teaching process for better
acquisition of necessary knowledge and skills. Hence, judicious & optimum utilization of these teaching
hours is of real importance for attaining the specified objectives.
Aim: To know the preferences and the expectations of the existing methods of lectures in Physiology by
the first professional MBBS students.
Materials and Methods: A pre prepared and validated questionnaire was used to collect data from the
first MBBS students.
Results: Out of 150, study participants, 60 were male students and 90 were female students.
Discussion and Conclustion: The most preferred teaching method by the students was interactive followed
by didactic lectures. Feedback from the students enhances a change in pre-conceived notions about teaching
learning principles to meet their expectations.

Keywords: MBBS students, Teaching- learning methods, Clinical medical physiology.

How to cite : Patil S S, Wali V V, Preferences and expectations of undergraduate students regarding teaching-learning methods in medical physiology. Indian J Clin Anat Physiol 2019;6(4):387-390

Copyright © 2019 by author(s) and Indian J Clin Anat Physiol. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (

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