Effective teaching strategies for oncologic surgical education: a qualitative study among undergraduates at university of bisha, saudi arabia

Abstract

Author(s): Ahmed Yahia Al Ameer

Introduction: Oncologic surgical education plays a pivotal role in preparing future healthcare professionals to navigate the complex field of oncology. In the context of Saudi Arabia, the University of Bisha is a prominent institution offering undergraduate programs in oncologic surgical education. This qualitative study seeks to investigate the experiences of undergraduate students in this program, focusing on their perspectives regarding effective teaching strategies, support from instructors, and the challenges they encounter.

Methods: A qualitative research design was employed, involving semi-structured interviews with 25 undergraduate students from the University of Bisha. The participants were selected using purposive sampling to ensure diversity in terms of gender, academic year, and academic performance. Thematic analysis was applied to the interview data, allowing for the identification of recurring themes and patterns.

Results: The findings revealed several significant themes. Undergraduate students described their educational experiences as rigorous, highlighting the importance of clinical exposure and hands-on learning. Effective teaching strategies identified by the participants included interactive lectures, problem-based learning, case discussions, and simulation training. The role of instructors was instrumental, with professors providing mentorship, constructive feedback, and fostering self-efficacy. Additionally, students faced challenges, such as a demanding workload and emotional stress, but displayed resilience through peer support and the development of coping strategies.

Conclusion: This qualitative study provides valuable insights into the experiences of undergraduate students in oncologic surgical education at the University of Bisha, Saudi Arabia. By understanding their perspectives on teaching strategies, instructor support, and challenges, educational institutions can make informed improvements to enhance the quality of oncologic surgical education.

Share this article