This review aims to explore the use and educational impact of the Pecha Kucha presentation format in medical education, as well as its integration with active learning methodologies. A comprehensive literature search was conducted in Medline, Embase, ScienceDirect, and Scopus to identify studies that assessed Pecha Kucha in undergraduate, postgraduate, or patient education. Fourteen English-language studies published up to September 2024 were included. Studies were evaluated for design, participant population, learning outcomes, and pedagogical integration. The selected studies employed quantitative, qualitative, and mixed-method approaches. Most studies reported positive educational outcomes, including improved knowledge retention, clearer communication, and enhanced learner engagement. Pecha Kucha was particularly effective when integrated with self-directed, problem-based, case-based, or team-based learning strategies. Participants, including students, residents, and patients, highlighted the format’s value in promoting concise, visually engaging presentations, although some noted difficulties adapting to its strict timing constraints. Pecha Kucha is a promising educational tool that incites active learning, efficient communication, and engagement in medical education. When combined with other pedagogical strategies, it contributes to a more dynamic and student-centered learning environment.
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Innovative Education in Palliative Care: Enhancing Caregiver Knowledge and Reducing Anxiety Through the Pecha Kucha Method for PEG Tube Feeding Yasemin Erden, Nurgul Karakurt, Gülcan Bahçecioğlu Turan Scandinavian Journal of Caring Sciences.2026;[Epub] CrossRef
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Purpose This study investigated student experiences of mobile technology in a medical English course using a free mobile classroom application, Socrative and its impact on student learning to help them achieve the competency expected in the course.
Methods Questionnaires were administered of year 2 medical students enrolled in a medical English course between 2016 and 2017 to investigate their experience in using Socrative. Learning outcomes were assessed by comparing students’ academic performance with that of the 2015 cohort, who had taken the same course without using mobile technology, and also by measuring changes in their self-efficacy in English over time during the course.
Results This study found students’ positive perceptions of and overall satisfaction with their experience in using mobile technology in the medical English course. There were no differences in the academic performance between the study cohort and the comparison group. The ratio of students who were in the remediation program after the mid-term examination was 11%, whereas the remediation ratio of the 2015 cohort was 21%. Students’ self-efficacy in English improved significantly in the writing and reading domains (p<0.05).
Conclusion This study found several benefits of using Socrative in the medical English course. Socrative fostered the classroom interaction by encouraging input from every student and sharing it instantly with the whole class. There was also learning improvement with the use of Socrative. Furthermore, it has the potential to enhance assessment by offering more various forms of assessment than that of conventional audience response systems.
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Purpose Objective of this research is to find out weaknesses of undergraduate programs in terms of personnel and financial, organizational management and facilities in view of faculty and library staff, and determining factors that may facilitate program quality–improvement.
Methods This is a descriptive analytical survey research and from purpose aspect is an application evaluation study that undergraduate groups of selected faculties (Public Health, Nursing and Midwifery, Allied Medical Sciences and Rehabilitation) at Tehran University of Medical Sciences (TUMS) have been surveyed using context input process product model in 2014. Statistical population were consist of three subgroups including department head (n=10), faculty members (n=61), and library staff (n=10) with total population of 81 people. Data collected through three researcher-made questionnaires which were based on Likert scale. The data were then analyzed using descriptive and inferential statistics.
Results Results showed desirable and relatively desirable situation for factors in context, input, process, and product fields except for factors of administration and financial; and research and educational spaces and equipment which were in undesirable situation.
Conclusion Based on results, researcher highlighted weaknesses in the undergraduate programs of TUMS in terms of research and educational spaces and facilities, educational curriculum, administration and financial; and recommended some steps in terms of financial, organizational management and communication with graduates in order to improve the quality of this system.
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It is possible to begin new teaching opportunities in a variety of ambulatory care venues and design these teaching and learning programmes using the SPICES approach to curriculum reform. In an ambulatory care teaching programme it is possible to stimulate more student-centred learning and to move away from clinician-focused teaching.
Opportunities for integrated learning and problem solving can be provided and an inter-professional approach fostered.
Learning in the clinical context can be structured to meet both students' needs and curriculum requirements. Finally, opportunities for elective studies can be taken by students with a particular interest in a topic encountered.
Developing a new teaching programme in an ambulatory care venue provides an opportunity to introduce elements of the SPICES approach to learning. The new programme created can be a model of innovative teaching in a medical school wishing to develop a revised undergraduate curriculum.
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PURPOSE This study analyzed the characteristics of excellent lecturers, as perceived by medical students, and identified the teaching competency that lecturers should possess to enhance the quality of medical education in medical school.
METHODS To examine the characteristics of excellent lecturers and teaching competency, we administered open-ended questionnaires to a sample of 128 Year 2 medical students in May 2011.
RESULTS The students placed high value on the ability to organize and summarize the lecture as the most significant competence of lecturers, due to the massive amounts of information that is disseminated in medical college.
Further, they chose lecturers who communicated to students actively and used real clinical cases properly with regard to how medical knowledge applied. They also considered generating an interest in learning by linking knowledge and its application as an important priority of excellent lecturers.
CONCLUSION We conclude that there are differences in the characteristics and competencies of excellent lecturers, as perceived by medical students and others. To increase the quality of teaching, it might be necessary to offer the opportunity to observe excellent lecturers, develop faculty development programs, and create educational culture.
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The Medical Student Objectives Project of the American Association of Medical Colleges states that physicians must demonstrate "a commitment to advocate at all times the interests of one's patients over one's own interests," as well as "an understanding of the threats to medical professionalism posed by the conflicts of interest inherent in various financial and organizational arrangements for the practice of medicine." Due to these concerns, for the last some 30 years, there have been many attempts to improve medical professionalism curriculum in medical education such as altruistic attitudes and professional behaviors that those pursuing careers in medicine should possess. However, physicians today are not infrequently confronting conflicts of interest, such as those arising between the health system that employs them and the individual patient seeking care.
This paper briefly reviews current status of teaching medical professionalism in Korean medical schools, and discusses tasks to be coped with to further improve the medical professionalism curriculum in Korea including development of effective teaching and evaluation methods.
This paper also emphasizes the importance of the role of the medical education systems such as National Licensing Medical Examination and the Medical School Accreditation System in improving the teaching of medical professionalism in Korean medical schools.
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Scientific and humanistic aspects are integral to medicine and they must be bounded and integrated, not to suggest that one is more important than the other, or that they operate separately.In fact, the symbol of the physician, 'Caduceus' properly represents the bonding and intertwining between two forces of knowledge and wisdom or science and humanities, and as seen in the Hippocratic Oath, the humanities and the humanistic aspect of medical profession were important parts of practice thousands of years before medicine learned to use science as a new approach to acquire knowledge.
However, the advances in science and technology in the early twenty century have fostered an emphasis on knowledge and technical skills in medical education with a neglect of the traditional humane and interpersonal aspects of the practice of medicine.
Due to these concerns, for the last some 30years, there have been many attempts to improve general professional education and promote humanities curricula in medical education such as atruistic attitudes and professional behaviors that those pursuing careers in medicine should possess.
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