Lecture-based teaching in medical education: reform is the need of time.

Abstract

Objective: To assess medical students’ perceptions of lecture-based teaching and the need for modification of traditional lectures with more effective instructional strategies. Study Design: Cross-sectional mixed method study. Setting: MBBS Students of Nishtar Medical University, Pakistan. Period: May 2025- July 2025. Methods: 374 MBBS students were given hard copy of a structured questionnaire to explore students’ perceptions of lecture-based teaching and active learning methods. It consisted of biodata, 15 close ended and two open ended questions. Responses were measured on a three-point Likert scale ranging from disagree to agree. Quantitative data were analyzed using SPSS version 26. Descriptive statistical measures, including frequencies and percentages were computed to summarize the data. Qualitative data were examined through thematic analysis. Results: 340 students returned the filled questionnaire. The vast majority (85.3%) agreed that the lectures are helpful for understanding the fundamental concepts related to medical education and this is complemented by audio-visual aids used during delivery of lectures. Majority were of the opinion that the lecture-based teaching mainly promotes passive learning. However, a greater number agreed that the inclusion of interactive components improves engagement during lectures. About 71.5% students commented that the attention tends to decline during 45-60 minutes lecture duration. Conclusion: Lectures continue to play a vital role in medical education but require modernization to meet evolving learner needs. Emphasizing interactivity, clarity, and integration with active learning strategies can optimize their effectiveness and relevance in contemporary medical curricula.