Academic Perception on ‘Student-Centred Learning’ in a newly established medical school in Sri Lanka: a qualitative study

Background : Student-centred learning (SCL) enhances the skills of critical and creative thinking, clinical reasoning, and decision making with long term knowledge retention and deeper understanding. The Faculty of Medicine, Sabaragamuwa University of Sri Lanka (FOM/SUSL) is a recently established medical school transforming from the traditional discipline-based curriculum to integrated approach. This study was aimed to explore the perception of academics on SCL and obtain feedback to revisit teaching-learning strategies. Methods : A qualitative study was conducted at the FOM/SUSL among the 25 academics across all phases at FOM/SUSL. The moderator explored key areas with the sequencing of focus, predefinition, and open-ended and simple questions to promote the conversation on semi structured format. Data were analysed using inductive thematic analysis Results : Several key themes emerged, including views on introduction, challenges in both academic-student perspectives, experience in teaching-learning activities, issues in large group activities, student resistance and self-directed learning. Teacher perceptions were reflected in active student participation. There was a yearning for a transition from traditional teacher-centred approaches. Significant challenges such as student adaptation difficulties, language barriers and limitations such as lack of human and physical resources were identified., Integrating online lectures and practical sessions were also posed implementation difficulties. Conclusions : SCL is viewed positively by academic staff, as a beneficial approach in the medical education, although students initially encounter challenges in adapting to this method. A phased implementation, beginning with hybrid model that combines student-centred and teacher-centred learning may facilitate a gradual transition towards fully SCL. Trial Registration : Not applicable