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Abstract
Background: Basic medical sciences are integral to the development of clinical reasoning and professional competence in medical students. While several teaching approaches are in use, their effectiveness remains variable and often underexplored. This study explores students' views at Rawalpindi Medical University to inform improvements in medical teaching practices.
Objective: To explore the perspectives of undergraduate medical students at Rawalpindi Medical University regarding effective learning strategies and identify the factors influencing learning outcomes.
Materials and Methods: This qualitative descriptive (Husserlian) phenomenological study at Rawalpindi Medical University involved 18 second-year MBBS students selected through purposive sampling. Participants were divided into three groups based on academic and regional backgrounds: Day Scholars (F.Sc.), Hostellites (F.Sc.), and O/A Level students. Data was collected via focus group discussions using a self-administered questionnaire. Discussions were recorded, transcribed, and analyzed in MAXQDA 24.
Results: Thematic analysis identified eight themes: collaborative learning, resources, educational environment, work–life balance, sociocultural context, academic support, conceptual understanding, and application. Group discussions enhanced retention, with a preference for conceptual over rote learning supported by videos, mentorship, and self-study. Institutional resources facilitated learning, whereas commuting and time constraints were key barriers.
Conclusion: The study underscores the multifaceted nature of effective learning in undergraduate medical education. Collaborative learning, institutional support, and mentorship play pivotal roles in fostering academic success. Addressing barriers like work-life balance and promoting tailored, student-centered teaching strategies can significantly enhance learning outcomes and professional competency.
Keywords: Undergraduate Medical Education, Qualitative Research