With approximately another month left until the deadline, we hope that your application process is progressing smoothly. This article is dedicated to university shortlisting; in particular, it talks you through the different teaching styles. An often-overlooked factor to keep in mind when selecting universities is the method of approach the school takes when it comes to teaching. Teaching styles can be broadly classified into four main categories– traditional, problem-based, case-based, and integrated.
1. Traditional approach
As the name suggests, this style of teaching primarily focuses on scientific knowledge. Physiology, anatomy, biochemistry, and the pharmacology of systems like the respiratory or reproductive system are taught in bulk. A drawback of this approach is that students start clinical placements only 2 or 3 years into the course. This means that for students who prefer hands-on learning, it may not be the most suitable approach to consider. Here they come across individual cases but along with placements, there will be ongoing lectures and tutorials.
Oxford University, Cambridge University, and Imperial University are a few examples of lecture-based schools that follow a traditional teaching style.
2. Problem-based approach (PBL)
Although the method of implementation of this approach changes from school to school, (i.e. the degree to which the university follows the original idea of PBL is variable) there is a basic layout that holds true on most occasions.
This teaching style opens with an introduction to the case and a brainstorming session to better understand the case, such that key points and key questions to answer are highlighted as a group. These questions then become guides for self-study throughout the week, leading to the second and final discussion at the end of the week to coalesce the data and iron out a general amount of knowledge for the group. Students are required to research independently before they gather to give their inputs and attempt to solve the problem.
PBL develops communication skills, as teaching happens in small groups (10-12 students per tutor) and leadership skills because everyone gets a chance to chair the PBL meeting. It is largely self-directed learning that focuses on research, analytical skills, and problem-solving. It includes patient contact from quite early on and minimal involvement of the facilitator.
The lectures are directed in such a manner that it achieves all the learning outcomes that are required of students for that specific case. Therefore, the histology and physiology lectures are often quite directed to that particular case or disease.
The disadvantage here is that it is largely discussion and research-based, so if you do not participate in discussions with your team members and do independent research, then you are likely to fall behind.
The University of Manchester, the University of Glasgow, and the University of Liverpool are a few examples of schools that use this approach.
3. Case-based approach (CBL)
CBL and PBL are based on the same principles but have key differences. Unlike PBL, CBL clinical practices are not the starting point for lessons but are facilitators that help students apply the knowledge acquired in class. Tutors want students to think like medical professionals, so they release information throughout the week to filter out causes. An example would be that when studying about an asthmatic patient, on the first day, you would be required to brainstorm about the causes. Then on Day2, a blood report or some scans would be released, and you would be expected to delve further into the causes. On the 3rd day, you might dissect the chest, and all of this would be interspersed with complementary lectures. Owing to the kinesthetic approach, dissections are fairly common; so for those students who are squeamish about those practices or those who dislike traditional lectures may have a harder time adapting.
The University of Nottingham and Cardiff University use this style of teaching.
4. Integrated learning
An adaptation of all the aforementioned styles gives rise to the integrated approach. This method (implemented by the University of Birmingham, King’s College London, and more) uses a ‘system-based approach’ where the concepts of anatomy, physiology, etc. are taught together for each system in the body, unlike the traditional approach.
It includes lectures, tutorials, self-directed work, and patient contact, which is gradually introduced into the student’s life.
Credits:
Sahil Shah, 2nd-year Medical student at Manchester University
Joanne Rebecca Joshua, Medical student at the University of Nottingham
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