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Abstract

In recent years, educational institutions have integrated innovative methods such as interactive learning, digital tools, and student-centered approaches into traditional teaching to enhance understanding and engagement. Evaluating their effectiveness requires insight into students' perceptions is crucial. Objectives: To evaluate innovations in traditional teaching and learning methodology from the students’ perspective of a public institution. Methods: A cross-sectional study was conducted at a Public Sector College, with a sample size of 282 students recruited through non-probability convenience sampling. Medical and dental undergraduates aged 18-24 years from both genders were included, while graduates and faculty members were excluded. Data collection involved a questionnaire filled out by undergraduate students using "Google Forms." Data were analyzed on SPSS version 25.0. Results: Among 82 participants, 41.8% were MBBS students and 58.2% were BDS students. Most students (37.6%) had limited knowledge of non-traditional teaching methods, yet 86.9% believed that specific learning outcomes should be included for each topic. Interactive lectures were favoured over traditional ones (46.8%), and students preferred 45-minute lectures followed by 15 minutes of revision. Nearly half (49.3%) favoured audiovisual learning over rote textbook study. Additionally, 42.2% felt the grading system needs improvement, and 64.5% highlighted the importance of interactive student-teacher strategies. Many preferred knowledge-based activities and e-learning, with 47.9% favoring e-learning over textbooks. Conclusions: It was concluded that transforming learned concepts into applied knowledge is more beneficial for students. Therefore, enhancing medical education is crucial for developing more competent and skilled physicians in the future.