Teaching-Learning Styles & Aids Student’s Preferences among first Year Undergraduate Medical Students in the College of Medicine, University of Missan, Iraq
Keywords:Medical Chemistry, Biochemistry, teaching methods, Medical Student, learning style, Teaching Aids, First year.
Objectives: to collect feedback from first year medical students on their perceptions and preferences of
different teaching, learning, and aids methods that are currently used in medical chemistry teaching course.
The aim of our study was to compare the more acceptable teaching & aids methods among the first stage
medical students, Missan Medical College. So that best teaching aid and method can be adopted to improve
their academic performance
Materials and Methods: a well-structured electronic questionnaire based study was carried out on
undergraduate medical students at department of clinical biochemistry, medical college, Missan University,
Missan province, Iraq in second semester of academic year 2020-2021. 197 students participated out of 204
total, giving 97% response rate, the questionnaire was properly explained. The students were asked to grade
teaching, learning, and aids methods that were used to teach Medical Chemistry module. The responses was
analysed according to the Likert scale to detect their preferences and favourites toward the statements in the
Results: In our study many items with high satisfaction and least preferences grades was noticed for
combination of teaching, learning, and aids methods. The majority (76%) of the students like the subject
of medical chemistry. Exams preparation techniques, practical exercise lectures, various teaching aids
and other methods have been found excellent and very good methods by the majority of the students. For
effective teaching of medical chemistry, students opinions and preferences were suggesting a clear mandate
in different issues such as usefulness of more preparations techniques for main exams, using more than one
teaching aids (white board + power point presentation) in the lecture. By understanding students perceptions,
teaching learning precesses in medical chemistry can be improved 1.
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