Fostering transformative pedagogy in higher education: a teaching method preference survey of emergency medical care learners

Ryan Matthews, Thomas Farrar, Navindhra Naidoo

Research output: Contribution to journalArticle

Abstract

With an increasingly diverse student body entering South African higher education, student preferences regarding teaching methods may vary, and may influence and be influenced by learning styles and personal circumstances. We used a cross-sectional survey, delivered via electronic questionnaire, to describe the characteristics and teaching preferences of the student body and new graduates of the Bachelor of Emergency Medical Care. The student body is ‘non-traditional’ in nature. Online platforms, specifically YouTube, proved popular, though lecturer-facilitated slides, textbooks and reading material were also prominent as learner resources. Older students preferred to work on their own, as did students living offcampus, while students living on campus preferred group work. Internet access at place of residence was the only demographic statistically associated with progression to the next year of study. Knowledge of teaching preferences may assist clinical decision making in classroom praxis and contribute to the promotion of student subjectivity. Transformative Pedagogy has implications for Health Professions Education and Higher Education in general.
Original languageEnglish
JournalParadigms
Volume21
Publication statusPublished - 2020
Externally publishedYes

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