Abstract
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Highlights
Imperial College LondonImperial College London, United Kingdom Background: Medical school teaching must strike a balance between adequately preparing students for both clinical practice and end-of-year assessments
We aimed to evaluate student preference on Single Best Answer’ (SBA) and lecture-based teaching, assessing effectiveness in terms of subjective gain of knowledge and ‘preparedness’ for exams
Qualitative analysis showed that students felt SBA teaching helped to better develop frameworks for approaching exam questions and allowed students to see how content could be translated into questions
Summary
Imperial College London, United Kingdom Background: Medical school teaching must strike a balance between adequately preparing students for both clinical practice and end-of-year assessments. Research suggests that traditional lecture-based teaching may not be the most efficient teaching method, in terms of knowledge retention and exam performance. Instead, intertwining gain of knowledge with application is beneficial. ‘Single Best Answer’ (SBA) teaching uses SBA-style questions to incorporate an interactive component to didactic teaching. We aimed to evaluate student preference on SBA and lecture-based teaching, assessing effectiveness in terms of subjective gain of knowledge and ‘preparedness’ for exams
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