Teaching-learning behavior in medicine according to students’ perspective: what most influences academic achievement?

Abstract

Background: The medical student is a part of education that has a pivotal role in contributing to the teaching-learning process. Assessing the learning process by student perception can give valuable input to predict academic achievement. This study aims to identify the student’s perspective regarding teaching-learning behaviour and which factor most influences academic achievement. Methods: A total of 443 medical students of the preclinical phase were selected to participate in this study. Design of the study comprised three single-groups time sequences with the observational approach. This study is divided into three phases: item construction by conducting exploratory factor analysis (EFA), validation through confirmatory factor analysis (CFA), and true surveys. Sample size calculation employed formulation of subject to item ratio for EFA and CFA; true survey utilized the estimate proportion population. Using regression linear, we determine the most influential factor to academic performance. Results: Results were summarized following two factors that influencing academic performance, namely learning experience (p value=0.013, r=0.041) and exam effectiveness (p value=0.041, r=0.028). Our work highlights the lecturer capacity and integrated module have contributed the academic success (79.46% and 77.80%). Conclusions: Our finding has novelty in which contribute the knowledge regarding exam significance on medicine. Meanwhile, related to the learning experience domain is increasingly proving an essential factor to achieve academic performance. The major strength of this study is the systematic manner in which it was conducted.