Abstract

It is well known that teaching strategies used by educators in formal classroom are related to their beliefs, implied theories and practical thinking—strategies we refer to as pedagogical referents. The aim of this study was to determine whether there was a correlation between teaching strategies and medical student academic performance. A questionnaire developed to identify these strategies was given to course lecturers who taught a subject with a high student failure rate during the first two years of the career. The results show that there was a correlation between the teaching methods and the students´ academic performance in core subjects.

This work is licensed under a Creative Commons Attribution 4.0 License.