ArticleBMC medical education2025
Pre-Lecture Lesson Plans and Learning: insights from Undergraduate Medical Students (PLP-UMS).
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Authors and funding
8 authors.
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Abstract
backgroundLesson plans are structured outlines that enhance clarity, focus and learning engagement in medical education. Sharing pre lecture lesson plans (PLPs) may improve preparedness, attention and satisfaction among students. This study aimed to assess undergraduate medical students' perceptions of PLPs and validate a new scale to measure these perceptions.
methodsA cross-sectional study was conducted among 251 s year MBBS students using a 11-item questionnaire on a 5-point Likert scale. Item analysis, exploratory factor analysis (EFA) was applied to assess validity of questionnaire of pre-lecture plan. Reliability was measured using Cronbach's α. Criterion validity was examined using Spearman's correlation between individual domains and total PLP-UMS scores.
resultsEFA yielded an 11-item, three factor structure (participation, attitude, satisfaction) explaining 71.9% of total variance. Reliability analysis demonstrated good internal consistency (α = 0.773,0.765,0.714) for all domains. Inter-factor correlations indicated strong associations between participation and attitude(r = 0.789) and moderate associate with satisfaction(r = 0.516 - 0.491). the majority of students agreed that PLP was beneficial and were satisfied that pre-lecture lesson plan enhanced their participation and learning during lectures.
conclusionsPLP-UMS is valid and reliable tool to measure students' perception of lesson plans. Pre-lecture lesson plans significantly improve students' preparedness, confidence, engagement and satisfaction, supporting their better adoption in undergraduate medical curriculum.
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