(you can skip the first two paragraphs if you don't have much time)
I just got off the phone with my parents (and before that, a good friend studying math and physics), talked about uni stuff and so on. Those calls got me thinking once again: my friend, who was just as good in highschool as I was - and even if I may sound arrogant, that's pretty damn good - and who I don't think to be bad at uni at all, literally told me he was looking forward to "getting out of this shithole as fast as possible".
My mother told me a bit about a call she received from a former colleague (teacher) of hers, whose daughter also studies medicine and graduated. Said daughter, according to the call, didn't like med school all that much, but worked her way through it and AFAIK got good grades. Same thing for the daughter of a friend of my fathers' who is still in med school, and finally as for myself, I'm still trying to figure out how to make lemonade in life... as in "if life gives you lemons, make lemonade". I guess one central issue behind this is the mixed quality of teaching at universities, combined with the mental pressure often being put on students.
Therefore, I'd like to know what it's like at your university. In my case, the largest part of teaching is done during the daily 90-minute lecture beginning at 08:00 c.t., the "integrated lecture". There is a large variety in the quality of teaching, although I'm rather certain almost all professors have profound knowledge of the subjects they teach. However, some of them regularly impress the entire semester with their didactics, keep us interested for most of the time and don't even need to think about worrying about an empty lecture hall. Obviously, those are the lectures that motivate, inform and prepare well for the exams.
Alas, other teachers seem to be unable to focus on the most important matters - you always wonder whether the point they just made is the difference between failing and passing or between an "A" and an "A-". They put as much emphasis on details as they put on basics, they bore you to death with repetition and then suddenly add an important detail in a subordinate clause, they seem to be unfamiliar with the phrase "This is especially important..." and sometimes their every gesture, every word seem to be meant to tell us "you're all incompetent, and I don't want to be here".
These are the extremes, and certainly do not represent all of my teachers, but seeing how I don't appear the only one frustrated by this, I'd like to know what it's like at your universities. It's also more apparent now than it's ever been in highschool.