Title: 21st Century Medical Student Preferred Teaching and Learning activities
Authors: Evelyn G. Sta. Cruz, MD
Volume: 9
Issue: 7
Pages: 129-133
Publication Date: 2025/07/28
Abstract:
Background: Modern medical education is undergoing a pedagogical shift, with increasing emphasis on active, learner-centered strategies. Designing curricula that align with student preferences and evidence-based teaching practices is essential for cultivating effective and adaptive future physicians. Objective: This study aimed to inform curriculum development by identifying the most preferred and perceived effective learning methods among 21st-century medical students. Methods: A quantitative, descriptive, cross-sectional survey was conducted among enrolled first- to third-year medical students. The survey explored preferences across various instructional formats and perceptions of their effectiveness in supporting learning. Results: Small-group discussions emerged as the most preferred learning activity, reflecting a strong inclination toward interactive, peer-supported learning. Among teaching approaches, case-based learning-particularly when integrated with traditional lectures was perceived as the most helpful in enhancing clinical understanding and engagement. Additionally, most respondents expressed a strong preference for a dedicated self-directed learning (SDL) day, reinforcing the growing recognition of learner autonomy as a critical component of modern medical education. Conclusion: The findings support a learner-aligned approach to curriculum design that prioritizes small-group, case-based, and self-directed learning formats. Integrating these methods into the curriculum can enhance engagement, knowledge retention, and the development of essential competencies for 21st-century medical practice.