A QUESTIONNAIRE-BASED STUDY TO ASSESS FEEDBACK ON CURRENT TEACHING-LEARNING METHODS AND THEIR OPINION FOR PERSPECTIVE CHANGES AMONG SECOND-YEAR MBBS STUDENTS
DOI:
https://doi.org/10.22159/ijcpr.2026v18i1.8046Keywords:
Feedback, Assignment, Self-directed learning, LecturesAbstract
Objective: To collect and analyze feedback from second-year MBBS students about commonly used teaching-learning methods and to summarize their perspectives for potential changes.
Methods: A validated 25-item questionnaire covering five domains (Assignments, Seminars, Small Group Discussions, Lectures, Self-Directed Learning) was administered to second-year MBBS students. Responses are recorded in a five-point Likert scale (Strongly Agree to Strongly Disagree) and were summarized with descriptive statistics.
Results: Assignments, small group discussions and lectures received predominantly positive responses. Seminars showed moderate acceptance with varying neutrality, while self-directed learning elicited mixed responses, suggesting the need for clearer guidance and structure.
Conclusion: A blended approach that retains high-quality lectures and assignments while expanding small group activities and improving the scaffold for self-directed learning is recommended.
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