Fostering Medical Education by Role Reversal and Analyzing If Pedagogy by Students Can Enhance Their Learning

Abstract Background: Pedagogy is a crucial art where teachers facilitate and enhance the learning process. Physiology, as a conceptual subject in medical education, can benefit from effective teaching strategies. Innovations and new teaching methods are continually being explored to increase student interest in physiology. One such initiative is the pedagogy competition, designed to boost engagement and motivation among undergraduate medical students, while also fostering critical thinking and self-directed learning. However, the impact of these competitions on student learning outcomes and perceptions has not been thoroughly examined. Therefore, this study investigates the effectiveness of pedagogy competitions on learning outcomes and perceptions among medical undergraduates. Materials and Methods: A questionnaire-based quasi-experimental cross-sectional study was conducted with 1 st -year MBBS students ( n = 70). Students ( n = 35) who participated in the pedagogy competition were classified as active learners, while those ( n = 35) who did not participate served as passive learners. A validated questionnaire containing both closed-ended and open-ended questions related to the pedagogy competition was administered. The data were then tabulated and analyzed. Results: The concept of pedagogy competitions was familiar to 87% of active learners and 50% of passive learners. Both groups believed these competitions positively impacted their learning experiences, enhancing motivation, improving comprehension, and encouraging exploration beyond the standard curriculum; however, the degree of acceptance was significantly higher among active learners. Both groups also agreed that participation in pedagogy competitions improves communication skills, and they were neutral regarding whether the experience caused added stress. Conclusion: The study found that both active and passive learners viewed pedagogy competitions positively, citing increases in motivation, understanding of complex concepts, and exploration beyond the curriculum. Active learners rated these benefits more highly. Both groups agreed that the competitions improved communication skills and were neutral about potential stress. In addition, the competition fostered self-directed learning and facilitated peer interaction.