Survey of methods utilized for teaching of undergraduates amongst medical and health sciences lecturers

This survey is done to determine whether blended learning which incorporates non-traditional teaching and learning (T&L) methods is an effective means of delivering undergraduate curricula in medical and health sciences. These programmes contain difficult curricula content thus an effective T &L strategy would aid in the attainment of learning objectives and inculcate self-directed, continuous learning amongst students. Thus, educators need to deliver curricula content via effective T &L processes so that students obtain a strong grounding in core subjects. Many teaching strategies are available, these are broadly divided into two, viz traditional teaching methods (didactic lectures, tutorials, laboratory-based practical) and non-traditional teaching methods (problem-based learning (PBL), computer­ aided learning (CAL), case-based learning (CBL), video learning and learning from seminars or workshops). This survey is a cross-sectional study and the data were analyzed using SPSS version 21.0 and Microsoft Excel 20 I 0. Questionnaires (143) were distributed to lecturers from the Faculties of Pharmacy, Medicine, Dentistry and Health Sciences, UiTM, in early March 2016 but only 85 were returned by end of April 2016. Majority of the lecturers (n= 79) prefer blended learning ( combination of both traditional and non-traditional methods) in teaching undergraduate students. Blended learning is seen to be as the best method for curricula delivery by lecturers from medicine and health science disciplines. Most commonly used non-traditional teaching methods is PBL. All lecturers teach curricula content via lectures. Majority of lecturers are somewhat satisfied on the resources available and show positive attitudes towards the non-traditional methods of T &L.