TL;DR
Active methodologies have increasingly gained space in the academic environment and approval among medical and nursing students by using technology to compensate for the shortage of human bodies available for teaching and research.
Aim: The aim of this study was to evaluate the attitudes, learning habits, and utilization of technological methods by first-year nursing students regarding the anatomy course. Additionally, the study aimed to acquire data to enhance the effectiveness of anatomy education based on student feedback.Materials and Methods: The research was conducted with 206 nursing students enrolled in the Faculty of Nursing during the 2024-2025 academic year. Data were collected voluntarily through an online questionnaire prepared using Google Forms. The survey included five-point Likert scale questions related to the anatomy course, which was directed to the students. The questionnaire consisted of structured questions evaluating students’ demographic information, perspectives on the course, study methods, and use of technology.Results: Of the participants, 81.6% were female and 18.4% were male. It was determined that students had a high awareness of the professional importance of anatomy, and 68.5% would attend classes even if attendance was not required. The most challenging topics were the peripheral nervous system (65%) and the central nervous system (63.1%). While most students (86.9%) studied from lecture notes, only 33% used textbooks. Regarding the use of technology, the most common resource was YouTube videos (53.9%), while artificial intelligence (30.1%) and special anatomy applications (26.2%) were less preferred.Conclusions: Given the strong motivation of nursing students for learning anatomy and their inclination towards digital materials, it is recommended to enrich the curriculum with interactive applications and technology-supported tools. Designing flexible, and continuous learning environments based on student feedback will enhance both the quality of anatomy education and students’ clinical competency.
Background Nursing education involves various teaching and learning techniques, as well as sharing information, wisdom, and sound judgment, aiming to close the knowledge–practice gap and reaching the ultimate goal of improving quality of care and benefiting the population served. Objectives This study aimed to assess the theory–practice gap in teaching nursing students and associated factors at teaching institutions in west and southwest Shewa zones, Oromia, Ethiopia during 2024. Methods An institutional-based explanatory sequential cross-sectional study was conducted using both quantitative and qualitative approaches from June to August 2024. In total, 422 undergraduate nursing students participated in the quantitative component using a structured self-administered questionnaire, and 16 nursing instructors were purposively selected for in-depth interviews. Quantitative data were analyzed using descriptive statistics and binary logistic regression, whereas qualitative data were analyzed by thematic analysis, with triangulation applied to integrate the findings. Results Almost all participants (99.1%) reported the presence of a theory–practice gap, with an overall mean score of 3.6. Students who practiced in non-teaching hospitals were significantly more likely to experience the theory–practice gap than those in teaching hospitals (adjusted odds ratio = 2.83; 95% confidence interval: 1.43–5.60). The qualitative findings identified several contributing factors, including excessive emphasis on theoretical teaching, limited clinical integration, inadequate communication between theoretical and clinical instructors, insufficient learning resources, and weak institutional collaboration between universities and healthcare facilities.
ABSTRACT Introduction: Pathology education is fundamental in medical training as it integrates knowledge from both basic and clinical cycles. It is traditionally conducted through lectures and practical laboratory sessions. However, active learning, using flipped classroom, case-based learning, and gamification, centered on the student, has increasingly transformed this scenario. Objective: To evaluate medical students’ satisfaction and perception regarding the use of active learning strategies in Pathology teaching. Methods: A cross-sectional observational study was conducted at a Higher Education Institution between March and April 2025, after approval by the Research Ethics Committee (CAAE 86813724.6.0000.5580). A total of 201 students from the 3rd to the 8th semesters participated. Data were collected through a structured electronic questionnaire composed of five thematic blocks using a Likert scale, in addition to an open-ended comment field. Quantitative analysis included relative frequencies, chi-square test, and ordinal logistic regression (p < 0,05). For qualitative analysis of discourse exploration, content analysis according to Minayo was performed, including pre-analysis (floating reading), categorization, and interpretation of open-ended responses. Results: High acceptance of active learning strategies was observed, with agreement rates exceeding 84% in all blocks. Ordinal regression showed a significant association of overall satisfaction with Structure and Engagement (p < 0,001), Methodological Aspects (p = 0,018), and Feedback and Evaluation (p = 0,010). Qualitative analysis of the comments identified four themes: faculty appreciation, didactic clarity, practical classes and the use of microscopy, and suggestions for improvement. Students highlighted admiration for the professors, we-structured lessons, and the relevance of laboratory practices with histopathological slides. Suggestions emphasized interest in greater integration between theory and practice, demonstrating student engagement and active participation in the learning process. Conclusion: Students demonstrated high satisfaction with Pathology teaching and the active learning strategies employed. Didactic structure, faculty engagement, and methodological clarity were key factors for a positive perception of the teaching-learning process. Continuous improvement in assessment methods and the practical application of content is recommended to strengthen meaningful learning and the link between theory and medical practice.
ABSTRACT Introduction: The history of medical, previously focused on teacher-centered methods that were essentially theoretical, has evolved into a theoretical-practical teaching approach. That highlighted the need for a reformulation of pedagogical methods became evident, especially in the teaching of surgical skills. The use of active methodologies aims to promote a more practical and engaging learning experience for medical students, responding to the demand for well-trained and adaptable physicians to the contemporary needs of medical practice. Objective: To evaluate the factors that influenced students performance and cognitive development in the curricular component Surgical Skills 2 (HC2). Methodology: This is a qualitative and quantitative study conducted with medical students enrolled in the HC2 course during the study period at a medical school in Salvador/BA. Data collection included the application of online forms with sociodemographic questions, 5-point Likert scale items, and open questions, at the beginning and end of the course. Responses were analyzed using statistical and qualitative methods. Results: On average, 86 students participated in the study. Most students (86,2% at the beginning and 86,0% at the end) considered the hands-on classes and the case discussions complementary to their studies. Regarding time spent at practice stations, 65,5% initially agreed that it was sufficient, increasing to 68,6% at the end. Additionally, 58,1% of students indicated the need for more hands-on practice sessions. Concerning prior study of the subjects to be covered in class, 71,3% reported doing so at the beginning, dropping to 58,1% by the end. As for the use of additional materials beyond those provided, 56,3% initially reported not using them, and 51,1% also did not use them at the end. By the end of the course, 91,9% of students reported good performance. Conclusion: Students evaluated the teaching methodologies applied in this course effective for learning surgical skills, contributing to an efficient medical training. They highlighted increased confidence and observed greater technical competence by the end. However, there was a noted need to encourage prior study and the use of complementary learning resources. Students also reported that more practice time would be desirable. The monitors involvement was a positive factor in the students learning process.
Nursing education is very crucial in training qualified healthcare practitioners who can address the needs of the contemporary healthcare systems. As teaching methodologies have developed, several teaching strategies including traditional teaching in the classroom, learning through simulations, e-learning, and blended learning have become popular. Nevertheless, the success of these programs is inconsistent in various studies which makes it necessary to conduct an overall assessment. To examine the effectiveness of nursing education programs on a large scale, this research lies on secondary data gathered in the form of published research articles, journals and reports of reputable databases, which include PubMed, Google Scholar and World Health Organization (WHO). The research is directed at comparing the learning outcomes, clinical skills development, and student satisfaction in the various teaching methods. The results show that technology and modern techniques of learning, especially simulation and blended learning are more effective than the traditional techniques. Statistical analysis shows that there is a great enhancement in student performance and acquisition of skills in different studies. The findings also indicate the differences in effectiveness based on the nature of educational intervention applied. The research concludes that education programs in nursing that include new and digital teaching methods have a great impact on the results of education. It highlights the importance of ongoing improvement, introduction of the latest technologies, and evidence-based teaching to provide high-quality nursing education.
Faculty shortages have become a significant concern in nursing education, potentially affecting the quality of instruction and students’ learning experiences. This study aimed to assess the quality of nursing education among students in a selected institution in Iloilo City in relation to faculty shortages and to determine whether demographic variables influence students’ perceptions. A descriptive-correlational research design was employed. A total of 60 nursing students from Level II to Level IV were selected through purposive sampling. Data were gathered using a validated researcher-made questionnaire consisting of demographic profile and perception indicators, and were analyzed using frequency, percentage, weighted mean, and Pearson correlation. Findings revealed that faculty shortages have a high impact on nursing education, particularly in clinical exposure, academic guidance, instructional quality, and learning environment. Students reported limited supervision, reduced mentoring, and decreased access to faculty support. Despite these challenges, results showed no significant relationship between demographic variables and students’ perceptions, indicating that the effects of faculty shortages are experienced consistently across different groups. The study concludes that faculty shortages significantly affect the overall quality of nursing education. These findings highlight the need for institutional interventions such as faculty recruitment, improved workload management, and enhanced academic support systems to ensure effective teaching and learning outcomes.