Teaching Methods that Promote Medical Student Attendance: A Scoping Review

Abstract Background Medical student class attendance, especially traditional lectures, is on the decline. As faculty explore a variety of pedagogical approaches, understanding how to encourage attendance and engagement is critical. The purpose of this scoping review is to explore the literature to better understand the teaching methods that promote attendance. Methods This scoping review was conducted as advised in the Joanna Briggs Institute (JBI) Manual for Evidence Synthesis. Five databases were systematically searched for primary studies on teaching methods that motivated undergraduate medical students to attend or not attend in-person or online synchronous class sessions. A total of 1313 articles were identified from database and hand searching; then, 318 full records were screened, and 31 were included in the review. Results A variety of teaching methods may motivate medical students’ class attendance, including both well-structured, engaging lectures and active learning activities. The perceived quality of lecturers was a determining factor in lecture attendance, but the teaching method that motivated more consistent attendance was active learning. The review found that the availability of recorded lectures does not reduce attendance rates and may lead to greater engagement and attendance. Conclusions To address attendance declines, institutions should adopt a multifaceted strategy that includes faculty development in active learning and student flexibility through the provision of online course materials. Enhancing the perceived value of in-person lectures through engagement and interaction is crucial. Future research and policy should balance flexibility with meaningful engagement, ensuring attendance is motivated by educational value rather than obligation.