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Pre-Lecture Lesson Plans and Learning: insights from Undergraduate Medical Students (PLP-UMS).

Pooja Agrawal1, Aditya Singhal2, Nasra Banu1

  • 1Department of Pharmacology, Rohilkhand Medical College and Hospital, Bareilly, UP, India.

BMC Medical Education
|November 14, 2025
PubMed
Summary
This summary is machine-generated.

Pre-lecture lesson plans (PLPs) enhance medical student engagement and satisfaction. A validated scale, PLP-UMS, confirms PLPs improve preparedness, confidence, and learning, supporting their integration into medical education.

Keywords:
Factor analysisPre-lecture lesson plan. medical educationStudents’ engagementTeaching methods

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Area of Science:

  • Medical Education
  • Educational Psychology

Background:

  • Structured lesson plans improve clarity, focus, and engagement in medical education.
  • Sharing pre-lecture lesson plans (PLPs) may enhance student preparedness, attention, and satisfaction.

Purpose of the Study:

  • Assess undergraduate medical students' perceptions of PLPs.
  • Validate a new scale (PLP-UMS) to measure these perceptions.

Main Methods:

  • Cross-sectional study with 251 MBBS students using an 11-item Likert scale questionnaire.
  • Exploratory factor analysis (EFA) for validity and Cronbach's α for reliability.
  • Spearman's correlation assessed criterion validity.

Main Results:

  • EFA revealed an 11-item, three-factor structure (participation, attitude, satisfaction) explaining 71.9% of variance.
  • Reliability analysis showed good internal consistency (α = 0.773-0.714).
  • Students perceived PLPs as beneficial, enhancing participation, learning, and satisfaction.

Conclusions:

  • The PLP-UMS is a valid and reliable tool for measuring student perceptions of lesson plans.
  • PLPs significantly improve student preparedness, confidence, engagement, and satisfaction.
  • Supports wider adoption of PLPs in undergraduate medical curricula.