Rethinking Theoretical Teaching in Undergraduate Medical Education: Insights from a Sample of Students at the Complutense University of Madrid.
Abstract
Introduction: The adaptation of teaching methods to new generations has sparked considerable debate, focused on aligning pedagogical strategies with current students' expectations and preferences. The aim of this study was to explore medical students' opinions on theoretical classes, identifying areas for improvement in teaching methodology and proposing strategies for the undergraduate curriculum. Methods: An online survey was conducted among medical students at the Complutense University of Madrid (academic year 2023/2024). Results: 47.2% of respondents were dissatisfied with the current class format, with 87.3% reporting frequent boredom or lack of engagement. A majority (76.2%) preferred a hybrid model of in-person classes and on-demand videos. Perceived advantages of online teaching included flexibility and continuity, while in-person classes were valued for social interaction. A significant proportion (94.3%) appreciated clinical case discussions, and 67.8% desired increased interactivity. Students noted that information overload, topic repetition, monotony, and lack of practical application hindered assimilation of key concepts and efficient time management for theory. Conclusions: Our findings underscore the need for modernization to enhance class interactivity, practical relevance, and asynchronous availability, aiming to improve academic performance and student satisfaction.
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