ENHANCING UNDERGRADUATE MEDICAL TEACHING: EVIDENCE-BASED STRATEGIES FOR EFFECTIVE AND ENGAGING LEARNING
Keywords:
medical education, undergraduate teaching, clinical reasoning, active learning, interprofessional educationAbstract
Background: Undergraduate medical education faces increasing demands to produce clinically competent, reflective, and collaborative graduates. Traditional teacher-centered approaches often fail to actively engage learners or adequately develop clinical reasoning and communication skills. Objective: This article aims to synthesize evidence-based teaching strategies that medical educators can apply to improve the effectiveness, engagement, and educational impact of undergraduate medical teaching. Methods: A narrative review and pedagogical analysis were conducted using recent literature in medical education and interprofessional teaching. Core strategies were selected based on empirical support, feasibility, and relevance to classroom and clinical settings. Results: Key approaches included outcome-oriented learning design, explicit teaching of clinical reasoning, active learning techniques, interprofessional involvement (particularly nurse-supported teaching), structured feedback, and psychologically safe learning environments. These strategies consistently demonstrated improvements in student engagement, performance, and professional development. Conclusion: Applying structured, learner-centered, and evidence-based teaching methods can substantially enhance undergraduate medical education. Medical educators are encouraged to adopt these strategies incrementally to improve learning outcomes and student experience.
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