Abstract

Background: It is known that different teaching modalities will enrich the acquisition of knowledge and skills and lessen the flaws that emerge from using one teaching modality. Objectives: The aim of this study is to explore the students’ satisfaction regarding these different modalities to establish an area for improvement and potentiate the method of knowledge conduction and modify the allocated teaching strategy to be best aligned with learning outcomes.
Materials and Methods: A90 medical students of the 4th year, first semester (seventh level of the Phase III) studying the gastroenterology and gastrointestinal surgery module were entered in this study. The module included different teaching modalities; 41 lectures, three problem-based learning subjects, three seminars, two tutorial sessions, seven bedside teaching, one practical session, and three skill laboratory sessions. The degree of student satisfaction was investigated using Likert scale.
Results: Students’ satisfaction revealed different degrees of the satisfaction among the students toward these different teaching modalities with the highest satisfaction toward the skill laboratory teaching and lowest toward the lecture and practical session. Regarding skill laboratory session, the students’ satisfaction revealed that 72 out of 90 (80%), 65 out of 90 (72.2%), 60 out of 90 (66%), 48 out of 90 (53.3%), 45 out of 90 (50%), 42 out of 90 (46.6%), and 40 out of 90 (44.4%) were strongly satisfied for skill laboratory, bedside teaching, problem-based learning, seminar, tutorial, lecture, and practical sessions, respectively. Conclusion: The students revealed strong satisfaction toward the learning modalities that deal with enhancement of skills acquisition, especially in the last phase of the medical curriculum. Hence, increasing the time specified for these activities will create a great chance for enhancing these skills.