Volume 9, Issue 4, April – 2024 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24APR278

Perceived Impact of Active Pedagogy in Medical

Students' Learning at the Faculty of Medicine and
Pharmacy of Casablanca
Dr. Adelin Niyonsaba1*; Espoir Irakoze2; Amal Barkouk1; Fatima Zahra Mouzoun1; Zineb Boubekri1; Hind Berrami1
Nouha Belayachi1; Manar Jallal3; Zineb Serhier4,5; Mohammed Bennani Othmani6
1
Medical Informatics Department/20 August 1953 Hospital/ Ibn Rochd University Hospital Center / Hassan II University,
Casablanca, Morocco
2
Cardiovascular Surgery Department/Ibn Rochd University Hospital Center/Hassan II University, Casablanca, Morocco
3
Medical Informatics Department/20 August 1953 Hospital, Hassan II University/Faculty of Medicine and Pharmacy/ Ibn Rochd
University Hospital Center, Casablanca, Morocco
4
Laboratory of Medical Informatics, Hassan II university, Casablanca, Morocco
5
Clinical Neuroscience and Mental Health Laboratory, Hassan II University, Casablanca, Morocco
6
Clinical Neuroscience and Mental Health Laboratory, Faculty of Medicine and Pharmacy, Hassan II University, Ibn Rochd
Hospital, Casablanca, Morocco

Corresponding Author:- Dr. Adelin Niyonsaba1*

Abstract:- recognized the benefits of active pedagogy: it increases

educational performance (86.8%) and engagement
 Background: (77.7%), helps succeed in evaluations (80.4%), boosts
Learning through active methods is recognized for motivation (80%), fosters autonomy (79.5%), and
facilitating material assimilation, increasing motivation, prepares for professional life according to 81.3% of
improving performance, and fostering autonomy among students. Over 82% of students favored replacing
medical students. Despite these advantages, some traditional pedagogy with active pedagogy.
difficulties persist for certain students, and traditional
teaching methods continue to dominate in medical  Conclusion:
faculties. Active methods are highly appreciated by medical
students for their ability to promote autonomous
 Objective: learning and high educational performance. However,
This study aims to describe the viewed impact of despite their satisfaction, these methods remain
active pedagogy methods and students' perception underutilized, and some students still encounter
towards them. difficulties. The majority of students support their
generalization as a replacement for traditional methods.
 Population and Methods:
A cross-sectional study was conducted among Keywords:- Active pedagogy, Learning, Medical Students,
medical students at the Faculty of Medicine and Impact, Satisfaction.
Pharmacy of Casablanca in November and December
2023. The sample size was calculated using Epi Info I. INTRODUCTION
7.2.5.0 software, and probabilistic sampling was used to
determine our sample. Data were collected using an During the 1980s, a desire to reform higher education
electronic questionnaire (Google Forms) containing teaching methods emerged, aiming to transition from
questions about the impact and perception of active traditional approaches where professors speak and students
pedagogy, then processed and analyzed using R software passively listen, to active methods involving students in
while maintaining confidentiality and data protection. their learning, known as "Active Pedagogy" (1,2). Despite
this intent, traditional methods persist in many universities
 Results: (3).
Out of a total of 442 students who were mostly
female (57.2%), a large portion (83.0%) were unfamiliar Active pedagogy emphasizes the active involvement of
with the concept of active pedagogy. However, the most students in their learning through interactive, collaborative,
well-known active pedagogy methods were simulation, and practical methods that promote engagement, skill
practical and directed work, and clinical cases among acquisition, autonomy, and student performance (4). Active
54.0% of students, role-playing, group work, and Pedagogy engages students in high-level thinking (analysis,
presentations among 44.2%, as well as e-learning among synthesis, evaluation) and concrete activities (reading,
32.7%. The results showed that the majority of students

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Volume 9, Issue 4, April – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24APR278

discussion, writing, practice) to explore their attitudes and III. RESULTS

values (3,5).
In our sample of 442 students, the mean age was 20.4
Several methods of active pedagogy are grouped under years (±1.8 SD) with a female predominance of 57.2%. In
four principles: experimental, socio-collaborative, problem- terms of year of study, there was a slight predominance of
based, and project-based learning (6). These methods, such the 5th year (21.9%), while the other years were almost
as online teaching, case studies, role-playing, debates, evenly distributed between 13.8% for the 6th year and
simulations, group learning, peer teaching, etc., positively 17.4% for the 1st year.
influence student attitudes, interactions, and results (3). A
recent study in the United States has shown that active The majority of students (83.0%) were unaware of the
pedagogy methods improve knowledge retention compared concept of active pedagogy, while 17.0% claimed to be
to traditional methods, particularly in specific areas such as familiar with it. The most well-known active pedagogy
Advanced Pharmacy Practice Experiences (APPE) in methods were dominated by Simulations, practical work,
pharmacy (7). directed work and clinical cases known by 54.0% of
students, followed by role-playing, group work and
However, the adoption of these methods has presentations by 44.2% of students, then e-learning by
encountered challenges such as student engagement, 32.7%. Flipped classroom was the least known, mentioned
managing classroom distractions, and institutional and by only 11.4% of students.
logistical barriers (3). Obstacles to the adoption of these
methods include the persistent influence of traditional Our study revealed that most students used summaries,
methods, teacher reluctance, anxiety about change, worksheets and mind maps for learning, accounting for
increased preparation time, and lack of resources (3). 86.7% of students, with self-directed learning and
Despite these challenges and obstacles, various methods of reflections following closely at 74.0% and e-learning being
active pedagogy are applied in medical education in utilized by 69.9% of students. The flipped classroom
Casablanca while the traditional method persists. teaching method was ranked last, with only 5.4% of students
using it. (Figure 1)
The objective of this study is to describe the viewed
impact of active pedagogy methods and to specify students'
perceptions towards them.

II. POPULATION AND METHODS

This is a descriptive cross-sectional study conducted in

November and December 2023, including students from the
Medicine program at the Faculty of Medicine and Pharmacy
of Casablanca from the 1st to the 6th year.

The sample size calculation was performed using Epi

Info 7.2.5.0 software, based on the assumption that 50% of
students admitted that active pedagogy has an impact on
their learning, given the absence of any previous studies on
this subject. Using a precision of 5%, we obtained a
necessary sample size of at least 341 students. Then, we
conducted a probabilistic cluster sampling stratified
according to the years of study.

Data were collected using an electronic Google Forms

questionnaire, which was shared in practical work or
directed work groups for pre-clinical students and in Fig 1 Active Pedagogy Methods used by Medical
internship groups for clinical-stage students. The Students in Casablanca (% of Students)
questionnaire included the study of sociodemographic
characteristics, the impact of active pedagogy on learning Overall, our study found that the number of students
according to students, as well as their perception and dissatisfied with current teaching methods (47.8%) greatly
recommendations on the subject. exceeded the number of those who were satisfied (12.2%);
while 40.0% of students preferred to remain neutral.
Data analysis was conducted using R software version
4.3.2, which allowed for calculating means (with standard The majority of students affirmed that active pedagogy
deviation) and frequencies. Data collection and processing methods have a beneficial effect on their learning.
were carried out in compliance with confidentiality and data According to 86.8% of students, they increase their
protection regulations specific to participants. educational performance, while 77.7% claim they improve
their engagement and involvement. Also, 87.3% admitted

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Volume 9, Issue 4, April – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24APR278

that they facilitate understanding and mastery of the course, time to adapt to active methods, 51.4% reported having
while 77.5% admitted that they develop their social skills difficulties applying these methods, and 40.8% of them
and sense of teamwork. Additionally, 87.5% judged that highlighted inequality among learners. (Figure 2)
they stimulate creativity and critical thinking, 80.4% stated
that they help them succeed in evaluations, and 80.0%
agreed that active pedagogy facilitates understanding of new
concepts. (Table 1)

Table 1 Perceived Impact of Active Pedagogy

According to Medical Students

Fig 2 Types of Difficulties Associated with Active

Pedagogy (% of Students)

The study also found that active pedagogy increases Our study found a statistically significant association
motivation and enthusiasm in nearly 80.0% of students, between the presence of difficulties and the willingness to
develops autonomy in learning according to 79.5%, but also replace traditional methods with active pedagogy (p =
allows for the construction of coherent projects according to 0.005). There was also a significant association between the
68.6% of students. (Table 1) year of study and difficulties during active pedagogy
sessions (p = 0.00004), with a decrease in difficulties as the
Regarding students' perception of currently applied course progressed.
active pedagogy methods for their learning, only 22.5%
believed that student-teacher interactions were sufficient and The vast majority of students (82.7%) were in favor of
effective. Almost half of them (49.2%) considered that replacing traditional teaching methods with active
active pedagogy helps identify their strengths and pedagogy, while 10.0% of students favored hybrid learning
weaknesses, and 23.4% admitted that the materials used are combining both types of teaching to benefit maximally and
suitable. The pace of classes was considered appropriate, ensure complete and quality learning. It is noteworthy that a
and teaching was clear and precise according to 27.5% of significant proportion of students (7.3%) favored
students. The way information was conveyed was maintaining traditional pedagogy and considered it effective
motivating according to 30.2% of students, the feedback and sufficient for ensuring good learning. A great proportion
received was relevant for 26.8% and 81.3% of them of students (88.1%) suggested wide introduction of active
believed that their professional life as clinicians would be pedagogy methods in the teaching program, and 85.6% of
enhanced through active pedagogical methods. students preferred to have active pedagogy sessions after
lectures.
Compared to traditional pedagogy, which can, in some
cases, slow down or make learning more difficult, students Most students (88.4%) wished for active pedagogy
pointed out numerous benefits of embracing active sessions to be supervised by qualified teachers from the
pedagogy, with the primary ones being efficiency and early years of study. They suggested avoiding questions of
enhanced performance cited by 56.3% of respondents. simple information retrieval, and 86.8% of them wanted to
Additionally, 33.3% of students emphasized its role in be able to specify in advance any form of preparatory work
stimulating productivity, motivation, and fostering student before discussion sessions (readings, research, prerequisites,
autonomy, while 20.0% highlighted its facilitation of etc.). Almost all students (90.2%) expressed their
learning with ease and speed. willingness to adhere to scheduling active pedagogy
sessions according to their availability despite time
The majority of students (65.0%) did not encounter constraints and busy schedules, and 87.9% of students were
difficulties with active pedagogy methods in their learning, in favor of spreading active pedagogy techniques.
while 35.0% reported having difficulties. Among the
difficulties cited, 54.3% of students indicated needing more

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Volume 9, Issue 4, April – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24APR278

IV. DISCUSSION About half of the students (49.2%) admitted that active
pedagogy helps them identify their strengths and
Our study revealed a significant number of students weaknesses. In comparison, a study in the UAE in 2021
(83.0%) unaware of the concept of active pedagogy, while a demonstrated that 75.0% of students agreed that active
minority of 17.0% claimed familiarity. This result could be pedagogy enables students to identify their strengths and
attributed to a gap in academic programs that do not weaknesses (12).
adequately address this educational approach.
Our study revealed a statistically significant
Most students confirmed a positive impact of active association between difficulties and preference for active
pedagogy on various aspects of their learning, with 86.8% pedagogy (p = 0.005). Students without difficulty (65.0%)
stating that it enhances their educational performance. These favored transitioning to this method, while students with
results align with findings from a study conducted in the difficulties (35.0%) preferred hybrid or traditional teaching.
United Arab Emirates in 2018 (4). Similarly, another study The year of study was also linked to difficulties in active
in Pennsylvania, USA (2004), found that 90.0% of students pedagogy (p = 0.00004), with an increase in familiarity
reported that active methods facilitate understanding and among students as they progressed in their curriculum.
assimilation of basic concepts in their studies (6).
A large majority of students (88.1%) were in favor of a
Over 80.0% of students affirmed that active pedagogy broader introduction of active pedagogy methods into their
methods help them succeed in evaluations and facilitate their program. Similarly, 85.6% of students recommended
understanding of new concepts. This result resembles the planning lectures before active pedagogy sessions, and
findings in a study conducted in Ohio, USA in 2007 (8). 87.9% expressed a desire to participate in active pedagogy
sessions. Likewise, in the same 2021 UAE study, 85% of
According to 77.7% of students, active methods students expressed their desire to have access to active
increase their engagement and involvement in learning. This pedagogy sessions in the future (12).
supports the findings of previous studies conducted in Ohio,
USA (2007) and the United Arab Emirates (2018). (4,8). Finally, 82.7% of students were in favor of replacing
Similarly, in another study in the United Kingdom in 2021, traditional pedagogy with active pedagogy, citing several
82.0% of students asserted that active learning had a advantages of the latter. 10.0% were in favor of hybrid
significant impact on their level of engagement (9). teaching combining traditional and active pedagogy, while
only 7.3% preferred maintaining traditional methods. In a
In our study, 77.5% of students attested that group study in Brazil 2019, 81.0% of students favored combining
work allows them to develop social skills within a positive traditional methods with teamwork learning (11). The
and inclusive group dynamic. According to the same study majority of students (86.8%) believed that specifying
conducted in the United Kingdom in 2021, 72.0% of preparatory work in advance was necessary. Similarly, in the
students agreed that collaborative methods enabled them to same study conducted in the UAE, 82.5% agreed with this
develop social skills while increasing their willingness to statement (12).
participate actively (9).
V. CONCLUSION
Only 23.4% of students admitted that the materials
used during active pedagogy sessions were suitable, and The study has highlighted the perceived positive
41.8% felt that the pace of sessions was not appropriate. In impact of active pedagogy on medical learning, despite the
Dijon, France (2015), a study showed, on the contrary, that difficulties experienced by some students in its adoption.
72.2% thought that the materials used were suitable; Variations in evaluations are attributed to students'
similarly, 75.1% felt that the pace of classes was appropriate expectations, their prior exposure to active methods, and
(10). This difference could be explained by the disparity in local educational standards. This finding underscores the
resources deployed in educational systems and the time need to adapt pedagogical approaches to better meet the
devoted to developing specific and adapted programs. specific needs of students.

Based on our study, only 30.2% of students found the While data on the use of these methods in Morocco are
transmission of information motivating. In contrast, 68.4% limited, encouraging experiences have shown promising
of students in a similar French study found it motivating. results. The reform of pedagogical practices should be
(10). Similarly, a study conducted in Brazil showed that initiated by teachers, who must devise active learning
most students were motivated during active learning strategies that suit them. These strategies should be well-
sessions (11). This gap between our results and the literature structured, planned, and focused on familiar subjects for
could be due to better teacher training through more recent both teachers and students.
programs, targeting weaknesses and addressing learners'
needs. The gradual integration of more active strategies into
traditional teaching is essential, supported by training for
teachers to facilitate this transition towards a more
participatory and interactive approach to medical education.

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Volume 9, Issue 4, April – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24APR278

ACKNOWLEDGEMENTS [10]. Duguet A. Perception des pratiques pédagogiques des

enseignants par les étudiants de première année
At the culmination of this work, we wish to express our universitaire et effets sur leur scolarité. Revue
gratitude to Mrs Odette NIZIGIYIMANA, Chanez Celia française de pédagogie Recherches en éducation. 30
I., Clery Maëllan I., Jovan Darel D. and Aby Buntu Elina sept 2015;(192) :73‑94.
G. for their encouragement and moral support. [11]. Rezende AB, de Oliveira AGF, Vale TC, Teixeira
LAS, Lima ARA, Lucchetti ALG, et al. Comparison
Our thanks are also extended to all the staff of the of Team-Based Learning versus Traditional Lectures
Medical Informatics Department at CHU Ibn Rochd (20 in Neuroanatomy: Medical Student Knowledge and
August 1953 Hospital) for their valuable guidance and Satisfaction. Anat Sci Educ. sept
contributions aimed at enriching this work. 2020;13(5):591‑601.
[12]. Eladl MA, Guraya SY. Measuring the Effectiveness
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