INTRODUCTION: The national curriculum guidelines recommend teaching strategies focused on students. The aim of this study was to evaluate the acceptance, behavior and learning of fourth-year gynecology students regarding two teaching strategies: teacher-centered classroom (TCC) and student-centered classroom (SCC). METHODS: Prospective study for 110 students throughout the year. Three teachers participated in the study, each with two themes (one in each format). Student interest and behavior were recorded. The students answered a semi-structured questionnaire consisting of two open-ended questions, and subjected to final assessment. RESULTS: Student attendance (76.4 x 53.9% p = 0.002); the number of naps (40 x 10 p < 0.001); and the percentage of correct answers (69.9 x 59.3% p = 0.016) in the assessment were higher in TCC. The duration of the activity (89.5 versus 68.4 minutes (p = 0.014) and the number of student-teacher interactions (500 x 310) were higher in SCC. Students suggested maintaining TCC (79.7 x 31.4% p < 0.001). CONCLUSIONS: Students preferred TCC. This article discusses possible reasons for these findings and strategies for changing teaching practices.
Teaching; Learning; Medical Education; Teaching and Learning Methodologies; Faculty Development
