ArticleBMC medical education2019
The use of active learning strategies in healthcare colleges in the Middle East.
Article in BMC medical education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers.
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Who cites it
14 citing papers in PubMed.
- Active Teaching-Learning and Digital Technologies in Undergraduate and Postgraduate Dentistry Courses in Brazil.European journal of dental education : official journal of the Association for Dental Education in Europe · 2026Article
- Exploring the impact of active learning strategies on learning outcomes and educational experiences in undergraduate nursing education: a qualitative descriptive study.BMC medical education · 2026Article
- Perception and implementation gaps in active teaching and learning: a mixed-methods study of students and tutors in a medical degree program.Frontiers in medicine · 2026Article
- Dental Undergraduate Students' Perceptions of Blended Learning in the COVID-19 and Post-COVID-19 Years: Survey Study.JMIR formative research · 2025Article
- Interactive Teaching Practices Among Trained and Untrained Medical Educators: A Cross-Sectional Analysis.Cureus · 2025Article
- Time spent on active learning activities does not necessarily correlate with student exam performance: a controlled case study.Journal of microbiology & biology education · 2024Article
- Crossword puzzle as a learning tool to enhance learning about anticoagulant therapeutics.BMC medical education · 2022Article
- Design Your Exam (DYE): A novel active learning technique to increase pharmacy student engagement in the learning process.Saudi pharmaceutical journal : SPJ : the official publication of the Saudi Pharmaceutical Society · 2021Article
- E- Learning experience of the medical profession's college students during COVID-19 pandemic in Saudi Arabia.BMC medical education · 2021Article
- The stakeholders' perceptions of the requirements of implementing innovative educational approaches in nursing: a qualitative content analysis study.BMC nursing · 2021Article
- TESOT: a teaching modality targeting the learning obstacles in global medical education.Advances in physiology education · 2021Article
- Assessing Female Pharmacy Students' Satisfaction with Active Learning Techniques at King Saud University.Advances in medical education and practice · 2021Article
- Experiential Learning of Active Learning Strategies in Mentor Learner Web-based Discussions: A Perceptions Study.International journal of applied & basic medical researchArticle
- Perceived effectiveness of learning methods among preclinical medical students - role of personality and changes over time.Pakistan journal of medical sciencesArticle
Corrections and comments
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Authors and funding
9 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundMultiple studies have explored the use of active learning strategies among faculty members in different healthcare colleges worldwide, however, very few have described the use of these strategies in the Middle East. The aim of this study was to evaluate the extent of the implementation of active learning and its various techniques across different fields of healthcare education in various countries in the Middle East.
methodsA Web-based questionnaire was developed to obtain information on the use of active learning methods. This survey was disseminated among faculty members in healthcare colleges in 17 Middle Eastern countries.
resultsOut of 22,734 online invitations that were sent to faculty members in different healthcare colleges, 2085 (9.17%) accepted the invitations, however, only 722 (34.63%) of those who agreed to participate filled out the questionnaire. Eighty-seven percent of the responders utilized at least one technique of active learning. Active learning was used more frequently by female responders. For example, 54.30% of the female responders reported using learning by teaching as one of their teaching methods compared to 41.30% of their male counterparts (p = 0.0005). The various forms of active learning were used at similar levels in both public and private healthcare colleges. Only minor differences were seen among different age groups or academic positions of the responders, but significant variabilities were noted among the several fields of healthcare education. For example, 61.54% of responders from the nursing faculty reported using reaction to videos as one of their teaching methods compared to 31.11% of their counterparts in the faculty of dentistry (p = 0.0021). The most frequently reported obstacles interfering with the effectuation of active learning include the lack of technical support and time constraints.
conclusionsAlthough some barriers to the implementation of active learning exist, it is extensively used by faculty members in healthcare colleges in the Middle East.
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