the effect of teacher consistency on medical students' academic performance and satisfaction in general histology section

Background :education is essential for training skilled medical professionals, and aligning theoretical and practical teaching is a key factor in improving educational quality. objectives :the present study aimed to examine the effect of having the same professor teach both theoretical and practical general histology versus having different professors for each component on medical students' academic performance and satisfaction. methods :an educational intervention study was conducted with 108 medical students at aja university of medical sciences. students were randomly assigned to two groups: group a was taught both theoretical and practical general histology by the same teacher, while group b had different teachers for each component. outcomes were assessed using a validated questionnaire and final exam scores. results :students in group a achieved significantly higher academic performance (p < 0.05) and reported greater satisfaction with the teaching method compared to group b. the study's limitations include being conducted at a single institution, a relatively small sample size, and reliance on self-reported satisfaction data. conclusions :having a single professor for both theoretical and practical general histology appears to enhance both learning outcomes and student satisfaction. further research is recommended to evaluate the generalizability of these findings across other disciplines and institutions.