In recent years, educational institutions have integrated innovative methods such as interactive learning, digital tools, and student-centered approaches into traditional teaching to enhance understanding and engagement. Evaluating their effectiveness requires insight into students' perceptions is crucial. Objectives: To evaluate innovations in traditional teaching and learning methodology from the students’ perspective of a public institution. Methods: A cross-sectional study was conducted at a Public Sector College, with a sample size of 282 students recruited through non-probability convenience sampling. Medical and dental undergraduates aged 18-24 years from both genders were included, while graduates and faculty members were excluded. Data collection involved a questionnaire filled out by undergraduate students using "Google Forms." Data were analyzed on SPSS version 25.0. Results: Among 82 participants, 41.8% were MBBS students and 58.2% were BDS students. Most students (37.6%) had limited knowledge of non-traditional teaching methods, yet 86.9% believed that specific learning outcomes should be included for each topic. Interactive lectures were favoured over traditional ones (46.8%), and students preferred 45-minute lectures followed by 15 minutes of revision. Nearly half (49.3%) favoured audiovisual learning over rote textbook study. Additionally, 42.2% felt the grading system needs improvement, and 64.5% highlighted the importance of interactive student-teacher strategies. Many preferred knowledge-based activities and e-learning, with 47.9% favoring e-learning over textbooks. Conclusions: It was concluded that transforming learned concepts into applied knowledge is more beneficial for students. Therefore, enhancing medical education is crucial for developing more competent and skilled physicians in the future.
Kashif et al. (2025) studied this question.