Unveiling Paradigms: Exploring the Evolving Student-teacher Dynamics in Medical Education

The relationship between students and teachers in medical education is crucial for developing future healthcare professionals. This study explores the evolving dynamics of this relationship and its impact on educational outcomes, considering technological integration, societal changes, and competency-based medical education (CBME).

This qualitative study was conducted using focus group discussions with undergraduate medical students and in-depth interviews with medical faculty members at a medical college, from December to January 2024. Participants included faculty with at least 10 years of teaching experience and undergraduate students aged 18-30 years, selected via purposive sampling. Data were transcribed and analyzed using thematic analysis, with codes generated de novo and in vivo.

The thematic analysis identified six major themes: Evolving Student-Teacher Dynamics, Perceptions about Learning, Perceptions about Teaching, What's Working and What's Not, Emotional and Psychological Aspects, and Institutional Policies and Infrastructure. Key findings include a noticeable decline in the authority of teachers, increased reliance on online learning resources, significant stress and burnout among students and faculty, the need for improved support systems, and the crucial role of infrastructure in effective teaching and learning.

Medical education is at a transformative stage, necessitating the continuous adaptation of teaching methods and institutional policies. Emphasizing psychological well-being, flexible institutional policies, and improved infrastructure are essential for fostering a supportive and effective learning environment. Ongoing research and stakeholder dialogue are vital to keeping medical education responsive to both technological advancements and the human aspects of learning and professional development.