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Interactive Teaching Practices Among Trained and Untrained Medical Educators: A Cross-Sectional Analysis.

Vimala Ananthy1, Suresh Narayanan2, Priyadharsini R Palanisamy3

  • 1Department of Pharmacology, Mahatma Gandhi Medical College and Research Institute, Puducherry, IND.

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|December 23, 2025
PubMed
Summary
This summary is machine-generated.

Faculty development programs significantly increase medical educators' use of interactive teaching techniques. While perceptions of interactive teaching are similar, training enhances classroom application, boosting engagement in medical education.

Keywords:
active learningfaculty development programsfaculty traininginteractive teachingteaching preference

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Area of Science:

  • Medical Education
  • Faculty Development
  • Interactive Teaching

Background:

  • Competency-based medical curricula require interactive learning during lectures.
  • Evidence on faculty training's impact on interactive teaching practices is limited.
  • This study compares educators with and without training in medical education.

Purpose of the Study:

  • To compare the interactive teaching practices and beliefs of medical educators with varying levels of faculty development.
  • To assess the influence of short-term versus long-term educational training on teaching methods.

Main Methods:

  • Cross-sectional, questionnaire-based study of 229 pre-clinical and para-clinical medical educators.
  • Data collected on training, perceived use of interactive teaching, preferred methods, difficulty, reasons, and challenges.
  • Responses analyzed to compare educators based on faculty development participation.

Main Results:

  • Educators with short-term and long-term training reported more frequent use of interactive teaching techniques.
  • No significant differences were found between trained and untrained educators in preferred methods, difficulty, reasons, or barriers.
  • Both groups showed similar perceptions regarding interactive teaching strategies.

Conclusions:

  • Faculty development programs significantly increase the utilization of interactive teaching techniques.
  • While perceptions may be similar, training is key to implementing interactive methods.
  • Increased use of interactive teaching may stem from multifactorial reasons or the nature of the practice.