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Peer-reviewedCC BY 4.0PLOS One

Perceptions and preferences of teaching methods among medical students in Abubakar Tafawa Balewa University, Bauchi, Nigeria – A mixed methods study

  • Solomon Daniel Halilu1
  • Afisulahi Abiodun Maiyegun2
  • Godiya Ishaya Dare3
  • Ganaka Kubi Musa4
  • Yakubu Bababa Shirama5
  • Hassana Dauda Gololo6
  • Appolos Kanda Gizaki7
7 affiliations
  1. 1Department of Radiology, College of Medical Sciences, Abubakar Tafawa Balewa University, Bauchi, Nigeria
  2. 2Department of Radiology, Abubakar Tafawa Balewa University Teaching Hospital, Bauchi, Nigeria
  3. 3Usher Institute, College of Medicine and Veterinary Medicine, University of Edinburgh, Edinburgh BioQuarter, Edinburgh, United Kingdom
  4. 4Department of Clinical Pharmacology and Therapeutics, College of Medical Sciences, Abubakar Tafawa Balewa University, Bauchi, Nigeria
  5. 5Department of Family Medicine, Abubakar Tafawa Balewa University Teaching Hospital, Bauchi, Nigeria
  6. 6Department of Internal Medicine, College of Medical Sciences, Abubakar Tafawa Balewa University, Bauchi, Nigeria
  7. 7Department of Internal Medicine, Abubakar Tafawa Balewa University Teaching Hospital, Bauchi, Nigeria
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Abstract

Introduction: This study investigated the perceptions and preferences of medical students at Abubakar Tafawa Balewa University (ATBU) regarding various teaching methods, including lectures, problem-based learning (PBL), team-based learning (TBL), practical demonstrations, and digital learning tools. Methods: A cross-sectional survey of 171 medical students was conducted, using a semi-structured questionnaire. Students were selected using stratified random sampling techniques. Quantitative data were analyzed using descriptive statistics (frequencies, percentages) and inferential statistics (Chi-square test) and qualitative data were analysed using thematic content analysis. The thematic content analysis was based on 171 responses. Results: Practical demonstrations (32.2%) and small group activities (24.0%) were the preferred teaching methods. Key challenges identified include difficulty retaining information (48.0%) and inadequate preparation for clinical practice (15.8%). The students demanded practical, clinically relevant learning, and lecturers who are well-grounded in their subjects and had good teaching skills. Specifically, they preferred lecturers who are medical consultants and could also mentor them. Conclusion: The teaching curriculum in the school should incorporate more clinically relevant, practical demonstrations with adequate clinical exposure, more group-based learning, and improved digital infrastructure. Retention techniques should be routinely taught to improve learning retention. Finally, more doctors should be employed for training and mentoring the students. Lecturers should be trained in positive teaching and mentoring skills and to avoid student intimidation.

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Cite

BibTeXRIS
BibTeX
@article{halilu2026perceptions,
  title = {{Perceptions and preferences of teaching methods among medical students in Abubakar Tafawa Balewa University, Bauchi, Nigeria – A mixed methods study}},
  author = {Solomon Daniel Halilu and Afisulahi Abiodun Maiyegun and Godiya Ishaya Dare and Ganaka Kubi Musa and Yakubu Bababa Shirama and Hassana Dauda Gololo and Appolos Kanda Gizaki},
  journal = {PLOS One},
  year = {2026},
  month = sep,
  doi = {10.1371/journal.pone.0358966},
  url = {https://doi.org/10.1371/journal.pone.0358966},
  note = {CC BY 4.0},
}
RIS
TY  - JOUR
TI  - Perceptions and preferences of teaching methods among medical students in Abubakar Tafawa Balewa University, Bauchi, Nigeria – A mixed methods study
AU  - Solomon Daniel Halilu
AU  - Afisulahi Abiodun Maiyegun
AU  - Godiya Ishaya Dare
AU  - Ganaka Kubi Musa
AU  - Yakubu Bababa Shirama
AU  - Hassana Dauda Gololo
AU  - Appolos Kanda Gizaki
PY  - 2026
DA  - 2026/09/23
JO  - PLOS One
DO  - 10.1371/journal.pone.0358966
UR  - https://doi.org/10.1371/journal.pone.0358966
AB  - Introduction: This study investigated the perceptions and preferences of medical students at Abubakar Tafawa Balewa University (ATBU) regarding various teaching methods, including lectures, problem-based learning (PBL), team-based learning (TBL), practical demonstrations, and digital learning tools. Methods: A cross-sectional survey of 171 medical students was conducted, using a semi-structured questionnaire. Students were selected using stratified random sampling techniques. Quantitative data were analyzed using descriptive statistics (frequencies, percentages) and inferential statistics (Chi-square test) and qualitative data were analysed using thematic content analysis. The thematic content analysis was based on 171 responses. Results: Practical demonstrations (32.2%) and small group activities (24.0%) were the preferred teaching methods. Key challenges identified include difficulty retaining information (48.0%) and inadequate preparation for clinical practice (15.8%). The students demanded practical, clinically relevant learning, and lecturers who are well-grounded in their subjects and had good teaching skills. Specifically, they preferred lecturers who are medical consultants and could also mentor them. Conclusion: The teaching curriculum in the school should incorporate more clinically relevant, practical demonstrations with adequate clinical exposure, more group-based learning, and improved digital infrastructure. Retention techniques should be routinely taught to improve learning retention. Finally, more doctors should be employed for training and mentoring the students. Lecturers should be trained in positive teaching and mentoring skills and to avoid student intimidation.
SN  - 1932-6203
ER  -