Students perception and experience of a new knowledge-swap method of learning and teaching in medical education: An adaptation of a Swedish method

Students perception and experience of a new knowledge-swap method of learning and teaching in medical education: An adaptation of a Swedish method Dropout rate in the medical students is a common problem and often multifactorial. Certain red flag signals may alert us about the associated risk factors of dropout, for example, academic struggling, stress, high workload, absenteeism, social isolation, depression and leave of absence. The aim of this study is to evaluate a new teaching method to increase teaching efficiency without increasing the student’s workload to achieve a higher degree of student satisfaction.
A new knowledge-swap method of teaching and learning was partially adopted from a Swedish teaching method which was successfully developed and implemented into a human cadaver based third year MBChB dissection based course (ME33HA) over a 3 weeks’ period. At the end of the study data was collected by an anonymous student survey from each student and was coded and analysed to identify the key findings. The preliminary data demonstrates efficient learning experience and knowledge gain without increasing student workload. To cross validate the data from the ME33HA, this knowledge-swap system was also adopted into another short course (AN5501/An5502) designed for various health professionals where students demonstrated a very similar level of satisfaction rate.
We should aim to increase student satisfaction by implementing new changes or restructuring the medical curriculum to reduce workload and increase teaching and learning efficiency to achieve the highest level of student satisfaction and improve student retention. We hope this knowledge-swap system can be adopted for medical students as a useful method to benefit cadaver based dissection courses, increasing teaching and learning efficiency without increasing workload.