Assessing Student Satisfaction With Teaching-Learning Methods in Postgraduate Anaesthesiology: Nationwide Survey Based Analysis.
6 affiliations
- 1Department of Anaesthesiology, Maharani Laxmi Bai Medical College, Jhansi, IND.
- 2Department of Anaesthesiology and Critical Care, King George's Medical College, Lucknow, IND.
- 3Department of Anaesthesiology, Sarojini Naidu Medical College, Agra, IND.
- 4Department of Anaesthesiology, Institute of Medical Sciences, Banaras Hindu University, Varanasi, IND.
- 5Anaesthesiology and Critical Care, All India Institute of Medical Sciences Rishikesh, Rishikesh, IND.
- 6Department of Anaesthesiology, All India Institute of Medical Sciences, New Delhi, IND.
Abstract
Background Teaching methodologies in postgraduate anaesthesiology education are diverse, with equal weightage given to conventional methods such as lectures, seminars, tutorials, case presentations, and demonstrations. This nationwide survey aimed to compare student perceptions of these teaching methods and identify students' preferences to enhance the educational experience. Methods A cross-sectional survey was conducted from November 16, 2023, to August 10, 2024, among postgraduate anaesthesiology students and senior residents in India. A structured questionnaire was distributed via Google Forms, utilizing a five-point Likert scale to evaluate teaching methods. Statistical analyses, including analysis of variance (ANOVA) and Tukey's Honestly Significant Difference (HSD) tests, were used to determine differences in satisfaction levels across methods. Results A total of 1,174 eligible participants were included in the analysis. Tutorials and Demonstrations (19.4% rated "very interesting") and Case Presentations (18.8% rated "very interesting") were perceived as the most engaging teaching methods, whereas Seminars (3.9%) and Journal Clubs (5.5%) were perceived as the least engaging. Student satisfaction with class frequency was highest (85.2%) for schedules comprising three sessions per week. Conclusions Postgraduate anaesthesiology students perceived teaching methods differently, with interactive teaching methods being rated as more interesting than didactic methods. Incorporating postgraduate student feedback into teaching programmes may enhance learner engagement and improve postgraduate teaching.
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BibTeX
@article{jain2026assessing,
title = {{Assessing Student Satisfaction With Teaching-Learning Methods in Postgraduate Anaesthesiology: Nationwide Survey Based Analysis.}},
author = {Anshul Jain and Manish K Singh and Apurva A Mittal and Reena K and Gaurav Jain and Renu Sinha and Shubham Achari and Brajendra Verma},
journal = {Cureus},
year = {2026},
month = sep,
doi = {10.7759/cureus.116697},
url = {https://europepmc.org/article/MED/42923427},
note = {CC BY},
}
RIS
TY - JOUR
TI - Assessing Student Satisfaction With Teaching-Learning Methods in Postgraduate Anaesthesiology: Nationwide Survey Based Analysis.
AU - Anshul Jain
AU - Manish K Singh
AU - Apurva A Mittal
AU - Reena K
AU - Gaurav Jain
AU - Renu Sinha
AU - Shubham Achari
AU - Brajendra Verma
PY - 2026
DA - 2026/09/21
JO - Cureus
DO - 10.7759/cureus.116697
UR - https://europepmc.org/article/MED/42923427
AB - Background Teaching methodologies in postgraduate anaesthesiology education are diverse, with equal weightage given to conventional methods such as lectures, seminars, tutorials, case presentations, and demonstrations. This nationwide survey aimed to compare student perceptions of these teaching methods and identify students' preferences to enhance the educational experience. Methods A cross-sectional survey was conducted from November 16, 2023, to August 10, 2024, among postgraduate anaesthesiology students and senior residents in India. A structured questionnaire was distributed via Google Forms, utilizing a five-point Likert scale to evaluate teaching methods. Statistical analyses, including analysis of variance (ANOVA) and Tukey's Honestly Significant Difference (HSD) tests, were used to determine differences in satisfaction levels across methods. Results A total of 1,174 eligible participants were included in the analysis. Tutorials and Demonstrations (19.4% rated "very interesting") and Case Presentations (18.8% rated "very interesting") were perceived as the most engaging teaching methods, whereas Seminars (3.9%) and Journal Clubs (5.5%) were perceived as the least engaging. Student satisfaction with class frequency was highest (85.2%) for schedules comprising three sessions per week. Conclusions Postgraduate anaesthesiology students perceived teaching methods differently, with interactive teaching methods being rated as more interesting than didactic methods. Incorporating postgraduate student feedback into teaching programmes may enhance learner engagement and improve postgraduate teaching.
SN - 2168-8184
ER -