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Education Research International
Volume 2012 (2012), Article ID 604052, 7 pages
http://dx.doi.org/10.1155/2012/604052
Research Article

Opinions about Teaching Modalities: A Comparison between Faculty and Students

Department of Biochemistry, Ross University School of Medicine, Portsmouth, Dominica

Received 10 March 2012; Revised 21 June 2012; Accepted 5 July 2012

Academic Editor: Stephen Rushton

Copyright © 2012 Shilpa Shah and Gerhard Meisenberg. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Little is known about the acceptance of different teaching/learning modalities by students and faculty in the preclinical semesters of medical school. We report the results of an anonymous survey at Ross University School of Medicine, where most of the currently popular instructional methods are used. Study subjects included 327 students and 30 faculty members. 5 questions each were asked about lectures, handouts, textbooks, mediasite (video-recorded lectures), simulation, PBL (problem based learning), TBL (team-based learning), and ICM (introduction to clinical medicine, physical examination) practicals, scored on a 5-step Likert scale. Response rates were approximately 80% for students and more than 50% for faculty. Students gave the highest scores to mediasite followed by simulation, handouts, and ICM practicals. Lowest student scores were for PBL followed by TBL and textbooks. Faculty gave highest scores for lectures, followed by ICM practicals and textbooks. They gave the lowest scores for TBL followed by mediasite and PBL. Differences between students and faculty were statistically significant for lectures ( ), mediasite ( ), textbooks ( ), and PBL ( ).