How Students Learn: Perspective of Medical Graduates about Teaching-Learning and Academic Performance
Introduction: This study investigates medical students' perceptions of teaching-learning experiences across ten medical colleges affiliated with the Maharashtra University of Health Sciences (MUHS), focusing on high resource colleges (HRCs) and low resource colleges (LRCs). Objectives: To asse...
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| Format: | Article |
| Language: | English |
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Indian Association of Preventive and Social Medicine
2025-06-01
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| Series: | Healthline |
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| Online Access: | https://www.healthlinejournal.org/ojs/healthline/article/view/38 |
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| author | Supriya Dhakne-Palwe Sandeep Kadu Gaurang Baxi Shrunkhala Kaushik Mrunal Patil Madhuri Kanitkar |
| author_facet | Supriya Dhakne-Palwe Sandeep Kadu Gaurang Baxi Shrunkhala Kaushik Mrunal Patil Madhuri Kanitkar |
| author_sort | Supriya Dhakne-Palwe |
| collection | DOAJ |
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Introduction: This study investigates medical students' perceptions of teaching-learning experiences across ten medical colleges affiliated with the Maharashtra University of Health Sciences (MUHS), focusing on high resource colleges (HRCs) and low resource colleges (LRCs). Objectives: To assess the perceived quality of teaching-learning experiences among undergraduate medical students in HRCs and LRCs affiliated with MUHS, and to examine the association between these perceptions, self-reported academic performance, and compliance with teaching schedules. Methods: A cross-sectional study was conducted among 1,024 undergraduate students selected from 10 out of 62 MUHS-affiliated medical colleges, using purposive sampling based on resource availability (5 HRCs, 5 LRCs). Data were collected via a validated 24-item questionnaire administered online. The sampling technique was convenience-based, and the response rate was approximately 14.6%. Statistical analysis included Chi-square tests to compare categorical variables. Results: Statistically significant differences were observed in compliance with planned teaching schedules and perceived quality of education between HRCs and LRCs (p <0.05). HRC students reported higher prevalence of >80% self-reported attendance (53.7%) compared to LRC students (38.1%). Students from HRCs reported higher mean scores for perceived quality of education (4.2 ± 0.5) compared to LRCs (3.5 ± 0.7). Both groups favoured hybrid learning methods, but LRC students cited infrastructure deficiencies as barriers. Conclusions: The study underscores that resource availability correlates with student perceptions of teaching quality and schedule adherence.
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| format | Article |
| id | doaj-art-65e9ba0f517a48689943f8564a8ca51f |
| institution | Kabale University |
| issn | 2229-337X 2320-1525 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Indian Association of Preventive and Social Medicine |
| record_format | Article |
| series | Healthline |
| spelling | doaj-art-65e9ba0f517a48689943f8564a8ca51f2025-08-20T03:30:32ZengIndian Association of Preventive and Social MedicineHealthline2229-337X2320-15252025-06-0116210.51957/Healthline_698_2025How Students Learn: Perspective of Medical Graduates about Teaching-Learning and Academic PerformanceSupriya Dhakne-Palwe0https://orcid.org/0000-0002-0969-0947Sandeep Kadu1https://orcid.org/0000-0001-7148-7766Gaurang Baxi2https://orcid.org/0000-0003-3237-3664Shrunkhala Kaushik3https://orcid.org/0009-0006-5989-3669Mrunal Patil4Madhuri Kanitkar5https://orcid.org/0000-0001-8191-9868Professor & Head, Institute of Medical Education Technology and Teachers Training, Maharashtra University of Health Sciences, Nashik, IndiaController of Examinations, Maharashtra University of Health Sciences, Nashik, IndiaAssociate Professor, Institute of Medical Education Technology and Teachers Training, Maharashtra University of Health Sciences, Nashik, IndiaAssistant Professor, Institute of Medical Education Technology and Teachers' Training, Maharashtra University of Health Sciences, Nashik, IndiaDean (Academics), Maharashtra University of Health Sciences, Nashik, IndiaVice Chancellor, Maharashtra University of Health Sciences, Nashik, India Introduction: This study investigates medical students' perceptions of teaching-learning experiences across ten medical colleges affiliated with the Maharashtra University of Health Sciences (MUHS), focusing on high resource colleges (HRCs) and low resource colleges (LRCs). Objectives: To assess the perceived quality of teaching-learning experiences among undergraduate medical students in HRCs and LRCs affiliated with MUHS, and to examine the association between these perceptions, self-reported academic performance, and compliance with teaching schedules. Methods: A cross-sectional study was conducted among 1,024 undergraduate students selected from 10 out of 62 MUHS-affiliated medical colleges, using purposive sampling based on resource availability (5 HRCs, 5 LRCs). Data were collected via a validated 24-item questionnaire administered online. The sampling technique was convenience-based, and the response rate was approximately 14.6%. Statistical analysis included Chi-square tests to compare categorical variables. Results: Statistically significant differences were observed in compliance with planned teaching schedules and perceived quality of education between HRCs and LRCs (p <0.05). HRC students reported higher prevalence of >80% self-reported attendance (53.7%) compared to LRC students (38.1%). Students from HRCs reported higher mean scores for perceived quality of education (4.2 ± 0.5) compared to LRCs (3.5 ± 0.7). Both groups favoured hybrid learning methods, but LRC students cited infrastructure deficiencies as barriers. Conclusions: The study underscores that resource availability correlates with student perceptions of teaching quality and schedule adherence. https://www.healthlinejournal.org/ojs/healthline/article/view/38Academic PerformanceLearningMedical GraduatesMedical StudentsTeaching |
| spellingShingle | Supriya Dhakne-Palwe Sandeep Kadu Gaurang Baxi Shrunkhala Kaushik Mrunal Patil Madhuri Kanitkar How Students Learn: Perspective of Medical Graduates about Teaching-Learning and Academic Performance Healthline Academic Performance Learning Medical Graduates Medical Students Teaching |
| title | How Students Learn: Perspective of Medical Graduates about Teaching-Learning and Academic Performance |
| title_full | How Students Learn: Perspective of Medical Graduates about Teaching-Learning and Academic Performance |
| title_fullStr | How Students Learn: Perspective of Medical Graduates about Teaching-Learning and Academic Performance |
| title_full_unstemmed | How Students Learn: Perspective of Medical Graduates about Teaching-Learning and Academic Performance |
| title_short | How Students Learn: Perspective of Medical Graduates about Teaching-Learning and Academic Performance |
| title_sort | how students learn perspective of medical graduates about teaching learning and academic performance |
| topic | Academic Performance Learning Medical Graduates Medical Students Teaching |
| url | https://www.healthlinejournal.org/ojs/healthline/article/view/38 |
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