Comparative Analysis of Pedagogical Perceptions and Learning Strategiesin Physiology: A Cross-Sectional Study of 1st Year and 2nd Year MedicalStudents at Alioune Diop University
DOI:
https://doi.org/10.37506/qe0xtm05Keywords:
medical education; physiology; intrinsic motivation; UADBAbstract
Background: Medical pre-clinical education is a pivotal period during which students progressively construct
the conceptual and epistemological foundations required for clinical practice. Physiology, as a bridge discipline
between basic sciences and clinical reasoning, holds a central role in this process. Understanding how pedagogical
perceptions and motivational profiles evolve between Year 1 (Y1) and Year 2 (Y2) of the medical curriculum is
essential for evidence-informed curriculum design, particularly in sub-Saharan African institutions facing
structural resource constraints.
Objective: To compare pedagogical perceptions and motivational profiles between Y1 (n = 39) and Y2 (n = 39)
medical students at UADB, Senegal, across six thematic dimensions, and to identify longitudinal improvement
pathways.
Methods: A cross-sectional comparative survey using an anonymous five-point Likert-scale questionnaire was
simultaneously administered to both cohorts during the 2024-2025 academic year. Responses were aggregated
into three categories (agreement, neutrality, disagreement). Mann-Whitney U tests were applied for inter-cohort comparisons. Thematic mean scores were computed by aggregating items within each dimension.
Results: The two cohorts differed notably in gender distribution (Y1: 69.2% female vs Y2: 53.8% male). Perceived
difficulty of physiology fell sharply from 69.2% (‘difficult’) in Y1 to 20.5% in Y2, while 15.4% of Y2 rated it
‘easy’. Intrinsic motivation increased significantly (Δ = +0.43/5; p < 0.001) and surface learning approaches
declined sharply (Δ = −0.59/5; p < 0.001). Recognition of physiology’s utility for medical practice reached 100%
in Y2. Assessment perception improved significantly (p < 0.001). In contrast, laboratory availability fell critically
(Δ = −37.5%; p = 0.001) and participatory inhibition increased paradoxically in Y2.
Conclusion: Progression from Y1 to Y2 is accompanied by a remarkable motivational and epistemological
maturation characterised by deep learning consolidation and full integration of physiology’s medical value.
This trajectory is, however, undermined by deteriorating material conditions and persistent participatory
inhibition. Structural investment in Y2 infrastructure and targeted active-learning strategies are priority
interventions.
References
[1] Ganong WF. Review of Medical Physiology. 25th ed. McGraw-Hill; 2019.
[2] Guyton AC, Hall JE. Textbook of Medical Physiology. 13th ed. Elsevier; 2015.
[3] Assié-Lumumba NT. Higher Education in Africa: Crises, Reforms and Transformation. CODESRIA; 2006.
[4] Deci EL, Ryan RM. The ‘what’ and ‘why’ of goal pursuits. Psychol Inq. 2000;11(4):227–268.
[5] Elliot AJ, McGregor HA. A 2×2 achievement goal framework. J Pers Soc Psychol. 2001;80(3):501–519.
[6] Marton F, Saljö R. On qualitative differences in learning. Br J Educ Psychol. 1976;46(1):4–11.
[7] Cruess RL, et al. Reframing medical education to support professional identity formation. Acad Med. 2014;89(11):1446–1451.
[8] Zimmerman BJ. Self-efficacy: An essential motive to learn. Contemp Educ Psychol. 2000;25(1):82–91.
[9] Manyacka Ma Nyemb P (2017) Studying Anatomy through a Problem-Based Learning Approach. MOJ Anat & Physiol 4(5): 00150.
[10] Kusurkar RA, et al. How motivation affects academic performance. Adv Health Sci Educ. 2013;18(1):57–69.
[11] Kruger J, Dunning D. Unskilled and unaware of it. J Pers Soc Psychol. 1999;77(6):1121–1134.
[12] Bleakley A, Brennan N. Does undergraduate curriculum design make a difference? Med Teach. 2011;33(6):459–467.
[13] Freeman S, et al. Active learning increases student performance in STEM. Proc Natl Acad Sci. 2014;111(23):8410–8415.
[14] Michael J. Where’s the evidence that active learning works? Adv Physiol Educ. 2006;30(4):159–167.
[15] Philippe Manyacka Ma Nyemb, and JM Ndoye ; Evaluation de l’enseignement d’anatomie à l’UFR des sciences de la santé de Saint-Louis. Research 2014;1:659
[16] Vygotsky LS. Mind in Society. Harvard University Press; 1978.
[17] World Health Organization. Transforming health professionals’ education and training. Geneva: WHO; 2013.
[18] Biggs J, Tang C. Teaching for Quality Learning at University. 4th ed. Open University Press; 2011.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Awa Ba, Mor Diaw, Abdoul khadir Sow, Ndeye Fatou Ngom, Abdoulaye Ba, Gora Mbaye, Babacar Mbengue, Philippe Manyacka Ma Nyemb, Lamine Guèye
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright Ownership: Authors retain copyright ownership of their work after publication in IJOP. However, they grant the journal an exclusive Creative Commons license.
Creative Commons License: The authors grant IJOP the right to exclusively apply a Creative Commons license to their work upon publication. This license permits use, distribution, and reproduction of the work in any medium, provided that the original work and its source are properly cited. The specific license applied is Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0), which allows for attribution, non-commercial use, and derivative works.
Editorial Research: Authors grant the journal the right to analyze information obtained from submitted manuscripts for editorial research purposes. This analysis aims to improve the peer-review process, teaching, and training activities.
Warranties: Authors warrant that their work is original, contains no libelous statements, is lawful, and does not infringe upon any copyright, trademark, patent, or proprietary rights of others. Authors agree to indemnify the editors against any costs, expenses, and damages arising from any breach of this warranty.
Views and Opinions: The views and opinions expressed in the article are those of the authors and not necessarily those of the journal.