ArticleBMC medical education2020
Do we need special pedagogy in medical schools? - Attitudes of teachers and students in Hungary: a cross-sectional study.
Article in BMC medical education, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- The Hungarian DREEM: translation, cultural adaptation, and psychometric validation of the learning environment questionnaire for medical and health professions education.Frontiers in medicine · 2026Article
- Exploring mental well-being among medical students in the Visegrad four: a cross-national analysis.BMC medical education · 2025Article
- Anatomy education at central Europe medical schools: a qualitative analysis of educators' pedagogical knowledge, methods, practices, and challenges.BMC medical education · 2025Article
- A national DREEM: exploring medical and dental students' perceptions on their learning environment across Hungary.BMC medical education · 2024Article
- What do patients think about the Hungarian health care system and medical students' learning outcomes? A cross-sectional study on the patients' perspective in Hungary.BMC medical education · 2023Article
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Authors and funding
4 authors.
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Abstract
backgroundThe quality of medical education is a key factor. The fact that mostly physicians teach tomorrow's physicians without acquiring pedagogical skills before becoming a teacher is a cause of concern. In Hungary, where traditional teaching methods are common, and teachers have not had pedagogical courses in medical education there has not been any research dealing with the issue. On the one hand, we aimed with this cross-sectional study to examine the attitudes of teachers towards learning outcomes of medical students to get a view about the opinions about their importance and rate of delivery. On the other hand, we analyzed the pedagogical skills of teachers from the students' and teachers' perspective in Hungary.
methodsData collection through self-reported questionnaires in online form in all the four Hungarian higher education institutions offering medical education was carried out among teachers and students with active student legal status in 2017. We validated the questionnaires of the two respondents' groups. We used gap matrices to represent the correspondences of the delivery and perceived importance of the learning outcomes. We calculated averages of the pedagogical skills and compared them with t-tests.
resultsThe response rates are 11.18% in case of the students (1505) and 24.53% in case of the teachers (439). The results indicate the lack of concordance between the rates of the learning outcomes in terms of their importance and delivery - no positive gap can be observed -, and the need for pedagogical skills among teachers and students. The opinions of students compared to teachers' are all statistically higher according to the averages.
conclusionsThe study results underline the necessity of a transition and paradigm shift in medical education from delivering solely professional knowledge towards pedagogically prepared practice and patient oriented teaching methods as well as acquiring pedagogical knowledge as part of the training of medical teachers in Hungary.
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