Academic perception on 'student-centred learning' in a newly established medical school in Sri Lanka: a qualitative study.

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. A qualitative study was conducted at the FOM/SUSL among the 25 academics across all phases at FOM/SUSL. Semi-structured focus group discussions were conducted using a predefined guide consisting of open-ended questions designed to explore academic perceptions of student-centred learning to promote the conversation on semi structured format. Data were analysed using inductive thematic analysis. Several themes emerged, including a shift from passive to active learning, structural constraints related to time, assessment and resources, student resistance shaped by prior educational experiences, and the use of hybrid teaching strategies to facilitate transition. 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 challenges in implementation. Student-centred learning is strongly endorsed by academic staff; however, its implementation is shaped by structural, cultural, and institutional constraints. A phased hybrid approach appears to be a pragmatic strategy for sustainable transition. Not applicable.