Medical students’ perceptions of the effectiveness of module study guides: a mixed-methods study in Saudi Arabia

Introduction This mixed-methods study examined medical students’ perceptions and satisfaction with module study guides (SGs) at the Faculty of Medicine, King Abdulaziz University, Rabigh, Saudi Arabia. Methods Using a convergent parallel design, quantitative data were collected through structured surveys and qualitative insights through semi-structured focus groups, with both strands analyzed separately and then merged. Results Of 490 eligible students, 255 (52%) participated, including 146 males (57.3%) and 109 females (42.7%); 95 (37.3%) were from preclinical years and 160 (62.7%) from clinical years. Overall, 111 students (43.5%) expressed satisfaction with the SGs. Students agreed that guides were available before modules (60.4%), contained clear objectives (48.2%), offered useful resources (46%) and assessment information (46%), and were easy to use (48%). Preclinical students were 2.5 times more likely to be satisfied as compared to clinical students (OR = 2.47, p = 0.003). Female students were more likely than male students to report satisfaction (OR = 2.07, p = 0.015). Qualitative findings underscored the importance of clear objectives, structured timelines, availability of digital versions of SGs, well-organized content, and alignment with assessments, while concerns were raised regarding excessive length and limited specificity. Overall, these findings indicate that students’ satisfaction with SGs is moderate and varies according to the stage of training and gender. Conclusion The study therefore recommends that, to better support student learning and engagement, SGs should be concise, more digitally accessible, and clearly aligned with session objectives and assessment needs.