Title:
Bridging Practice and Perception: Quantitative Insights into Teaching and Learning in Year 4 Medical Education at Defence Services Medical Academy

Authors:
Myint Thein Naing, Tun Tun Naing, Ye Phyo Aung1 & Ohnmar Saw, Myanmar

Abstract:

Background: Clinical education plays a pivotal role in preparing medical students for professional practice. The quality of teaching and learning during these years profoundly shapes students’ competence, confidence, and preparedness for internship. At the Defence Services Medical Academy (DSMA), there has been limited quantitative evaluation of students’ perceptions regarding teaching quality, learning environment, and feedback systems.

Objective: This study aimed to assess Year 4 medical cadets’ perceptions of teaching and learning quality at DSMA, focusing on six key domains: Teaching Quality, Active Learning, Learning Environment, Assessment and Feedback, Preparedness, and Overall Satisfaction.

Methods: A cross-sectional descriptive design was employed involving 44 Year 4 cadets enrolled in the 2025 academic year. Data were collected between October and December 2025 using a structured, self-administered questionnaire rated on a five-point Likert scale. Responses were analyzed using SPSS version 22, applying descriptive statistics and multiple regression analysis to explore relationships between variables, with significance set at p < 0.05.

Results: Overall student perceptions were highly positive, with mean scores ranging from 3.8 to 4.1 across all domains. The highest mean score was recorded for Overall Satisfaction (4.1 ± 0.7), followed by Active Learning (4.0 ± 0.5). Regression analysis demonstrated a strong correlation (R = 0.834, R² = 0.696, p < 0.001), with Preparedness (β = 0.316) and Teaching Quality (β = 0.278) emerging as the most influential predictors of satisfaction.

Discussion: Findings highlight the effectiveness of DSMA’s clinical education structure, particularly in promoting active and experiential learning through bedside teaching and simulation. However, slightly lower ratings for feedback suggest that enhancing formative feedback practices could further improve satisfaction and learning outcomes.

Conclusion: Year 4 cadets at DSMA expressed strong satisfaction with teaching and learning experiences, reflecting a well-structured, supportive, and engaging clinical education environment. Continued emphasis on feedback quality and preparedness will further strengthen the link between learning experiences and clinical competence.

DOI: http://dx.doi.org/10.51505/ijmshr.2025.9610