Alliance Based Learning: medical student’s perceptions of a new active teaching-learning methodology

Abstract

Objective: To evaluate medical students' perceptions of the Alliance Based Learning (ABL) active methodology, aimed at integrating basic science content with clinical practice. Methods: A descriptive, cross-sectional, and exploratory study was conducted with 118 medical students. Perceptions were measured using the Dundee Ready Educational Environment Measure (DREEM), composed of 50 items distributed across five domains: perception of learning, perception of teachers, academic self-perception, perception of the educational environment, and perception of social relationships. Results: The overall DREEM score was 137.21 out of 200 (68.6%), indicating a generally positive educational environment. The highest-scoring domains were “Perception of Teachers” (71.1%) and “Perception of the Educational Environment” (68.7%), while “Perception of Social Relationships” scored the lowest (58.6%). Positively noted were the promotion of continuous learning, encouragement of student engagement, and pedagogical preparedness of faculty. However, weaknesses in psychosocial support were observed, highlighting the need for increased visibility of such services. Conclusion: ABL was positively received across multiple domains, suggesting its effectiveness in promoting active learning and fostering the early development of clinical reasoning among medical students.