Introducing Medical Education to Undergraduate Medical Students: Evaluation of a Newly Developed Elective Course | ||
| Suez Canal University Medical Journal | ||
| Article 3, Volume 28, Issue 10, October 2025, Pages 18-27 PDF (311.97 K) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/scumj.2025.401663.1699 | ||
| Author | ||
| Hosam Hefny* | ||
| Department of Medical Education, Faculty of Medicine, Suez University, Suez, Egypt. | ||
| Abstract | ||
| Background: Early exposure to medical education principles during undergraduate studying can enhance students’ understanding of teaching, assessment, curriculum design, and continuing professional development (CPD) and may foster interest in academic medicine. The Faculty of Medicine, Suez University (FOMSU), recently introduced a Medical Education elective course using a structured curriculum development approach. Aim: To evaluate students’ perceptions of a newly developed Medical Education elective course for undergraduate medical students during the 2022–2023 academic year, to guide future revisions and improvements to the course. Subjects and Methods: A post-test-only quasi-experimental single-group design was used. The overall sample included 73 undergraduate medical students who enrolled in the elective course during the 2022–2023 academic year at FOMSU. The course was developed based on Harden's Six-Step Approach and delivered through blended learning, including interactive lectures, case-based learning, and Microsoft Teams. Data was collected using a validated self-administered questionnaire about students' perceptions on learning approach, course content, and instructor performance. Results: There was a high level of satisfaction with the course among the majority of the students. Over 50% provided an excellent rating for the use of blended learning and the application of Microsoft Teams. For the content of the course, over 54% agreed that the content enhanced their knowledge and accommodated their future academic needs. The performance of the instructors was also rated highly, particularly in explaining and answering questions. Provision of feedback and discussion received relatively lower ratings. Conclusion: The Medical Education elective course was well-received by students and met its learning objectives. Blended learning and student-driven methods were effective in stimulating students. Course design should be further reinforced through increased feedback processes and longitudinal assessment for evaluation of long-term educational outcomes. | ||
| Keywords | ||
| Medical education; elective course; blended learning; student perception | ||
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