Perceptions regarding an ‘effective medical teacher’ among undergraduate students of a medical college in Puducherry (original) (raw)
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IP International Journal of Comprehensive and Advanced Pharmacology, 2020
Effective teaching in medicine is essential to produce good quality doctors. To improve the quality of medical education and effectiveness of educator in medical college, one must identify the attributes that makes a medical teacher effective. As teachers have a significant role in students' learning, it is pertinent to identify the factors which make them effective. Materials and Methods: This was a cross-sectional study. The study population included the faculties and I year MBBS student of Dr. M K Shah Medical College & Research Centre, Ahmedabad. A questionnaire comprising of 14 attributes of different qualities of teacher was specifically prepared. Faculty members and students were asked to rank different qualities as per their choice. Objectives: The objective of this study is to identify the important characteristics of effective medical teachers as perceived by faculties as well as students Results: Out of 181 participants, 116 were students of the I MBBS and 65 were faculty members of different departments. The top three desirable qualities of an effective teacher in our study as perceived by the students are knowledge of subject, enthusiasm and availability of teachers. While faculty perception regarding the top three desirable qualities are knowledge of the subject, well preparedness for teaching and enthusiasm. Conclusion: Faculty development programme should focus on improving the attributes of medical teachers as identified by faculty themselves and students. Future studies can identify more significant attributes in greater depth and details.
Exploring attributes of effective teachers – student perspectives from an Indian medical school
South-East Asian Journal of Medical Education
Introduction: Attributes of an effective teacher is a passionate area of research for medical educators. Teaching at Melaka Manipal Medical College (MMMC), Manipal University, India, is assessed periodically as a part of the institution's program evaluation process. The present study was undertaken to determine the highly rated attributes of a medical teacher, as felt by three batches (preclinical, para-clinical and clinical batch) of medical students at MMMC. Methods: A questionnaire focusing on twelve attributes of effective teaching was developed and administered to three batches of students. Students were requested to select the five most important attributes from the questionnaire and rank them accordingly as 1 st , 2 nd , 3 rd , 4 th and 5 th. The responses were analyzed using cross tabulation and percentages of the grades provided by the participants were reported for each of the batch. Results: The ability of a teacher to motivate and inspire students was rated to be the best attribute of an effective teacher. Students also felt that defining objectives and clarifying concepts was an important quality that medical teachers should possess. The importance of being an effective communicator was also emphasized. Discussion: The present study underpins the need for a healthy teacher-student relationship in medical schools. Communication with international students in an Indian scenario may be a challenging task, keeping in mind the diverse cultural background of students. Probing qualities that students identify with an effective teacher may help us respond to these challenges.
Identifying Qualities of a Medical Teacher
Bangladesh Journal of Anatomy, 2014
Context: Teaching is a novel profession. Teaching is a science as well as an art. In case of medical teaching it is more important as it deals with human being oriented curriculum. Products of the medical teachers will deal with life and death. So medical teachers should have such qualities as role model in-front of students. It will help students to become future physicians with professionalism which the medical profession and people expect from them. Materials & Methods: A descriptive type of cross sectional study was conducted in different government and nongovernment medical colleges of Bangladesh to identify the qualities of medical teachers. The study population was the teachers of MBBS course who were working at least one year in medical colleges and were willing to co-operate and were available at the time of data collection. Sample size was 437. Self-administered structured questionnaire was used for the collection of data from the teachers. There were few open ended questi...
Attributes expected of a medical teacher by Malaysian medical students from a private medical school
South-East Asian Journal of Medical Education, 2016
Introduction: Medical education has moved from a teacher-centred to a learner-centred approach over the past few decades. The disparity between the expectations of students and the concepts of teachers may be a barrier for effective teaching. Methods: This was a cross-sectional study conducted in University Kuala Lumpur Royal College of Medicine Perak. The attributes were rated on a 5-point Likert scale. The top 10 attributes were identified by calculating the mean score out of five overall and four subgroups. Attributes were grouped into four categories. The association between the scores and gender and phase of the study was analysed. Results: A total of 459 students completed the questionnaire with 136 males, 323 females, and 194 preclinical, 186 early clinical and 79 late clinical students. The top 10 attributes overall were "enabled to understand basic principles", "made subject meaningful to clinical practice", "presented material logically and clearly", "enthusiastic", "spoke loudly and clearly", "treated students with respect", "showed concern for students", "showed expert knowledge", "was ethical", and "had no bias". Overall ranking of grouped attributes in descending order were "personal traits", "interaction with students", "teaching-related" and "teacher as a doctor". The attributes selected by students in this study were compared with that from other parts of the world. Conclusions: Non-cognitive aspects such as "treated students with respect", "showed concern for students" and "enthusiasm for teaching" were rated above knowledge in this study.
Bangladesh Journal of Medical Education, 2014
Introduction: An important aspect in higher education consists in improving the quality of students outcomes. Infact, different factors influence these outcomes. Among these factors are the quality of teaching, material used and at the students' expectation of the institution. Part of this perception is reflected in what students expect from their teachers. It is fact that students' performance depends on teachers' exigencies, teachers' perception of students' expectations and how the teachers fit with these expectations. Methodology: It was a cross sectional type of descriptive study. Conducted in 3 medical colleges for one year (July 2012 to June 2013) with the aim to find out the expectations of students from their teachers in undergraduate medical education in Bangladesh. The total respondents were 353 students selected by convenience sampling from preclinical, para clinical and clinical departments of those medical colleges. Pre-tested, self administered, st...
2020
BACKGROUND & OBJECTIVE: Opinions regarding student’s evaluation of faculty performance and use of formal feedback from students and/or lack of self-evaluation to improve their performance ranges widely. Keeping this under consideration, the present study was conducted to compare self-evaluated and students-reported teaching effectiveness of medical teachers. METHODOLOGY: A cross sectional study was conducted in Islamic international Medical college Rawalpindi, of three months duration (10th September to 10th December, 2018), on a sample of one hundred medical students and twenty medical teachers. Teaching effectiveness was assessed using “Self-assessment Instrument for Teacher Evaluation (SITE)” and students rated “Evaluation of teaching performance (CEID)” questionnaires. RESULTS: Teachers rated their teaching more effective with a mean score (M=111) than students (M= 109). The result was significant statistically. CONCLUSION: Self-evaluated teaching effectiveness was rated higher ...
Perception of Medical Teachers toward Present Day Medical Education
INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES, 2012
Today's medical education reflects on quality of tomorrow's health services. Apathy or ignorance towards innovation, training facilities and accountability may lead to block progress in the field of medical education. Objective of this study was to assess perception of medical teachers about the content and importance of M.B.B.S curriculum and to see attitude of medical teachers towards medical education technology. A cross sectional study was conducted from April 2011 to June 2011 at NKP SIMS Nagpur. A questionnaire using Likert scale was prepared. Questions regarding curriculum, assessment, quality of student and medical education technology were included in the study. Teachers (n=73) of basic as well as clinical sciences were surveyed. Statistical analysis was done using mean scores and standard deviation for each item. Summative score was calculated for various aspects of questionnaire. Most teachers agreed on that that the medical teacher should be aware of the curriculum (mean4.58). They also felt that syllabus should be provided to the students (mean 4.08). Teachers agreed that marks obtained in MBBS exam should be part of PG selection process (mean 3.30) and taking attendance in a class is relevant (mean 3.47). Most of them agreed that the quality of student is deteriorating in medical college (mean 3.76). Maximum teachers were in favour of upgrading medical teaching with the help of Medical Education Technology (summative mean 18.17).
The Role of Medical Educators- Perception of Indian Medical Students
Journal of Evolution of Medical and Dental Sciences, 2018
BACKGROUND An educator is someone who not only teaches but influences an individual as well. He/she offers direction, mentorship, career counselling, coaching and introspection; provides feedback and helps in moulding an individual's personality. Given the importance of formal educators and the influence they have in moulding young Indian individuals, there is need for research which can cover this aspect of education. The perception a student has of an ideal educator, the factors influencing behaviour and the role of the educator in shaping the backbone of an individual were the key objectives of our study. MATERIALS AND METHODS This is a descriptive study. Fifty students from the final year MBBS course at Goa Medical College participated in a qualitative study comprising of a one-on-one in-depth personal interview. This study helped to identify different role expectations of students from medical educators, the impact of student's experiences on their current perception of an "Ideal Medical Educator" and the influence of teacher's guidance on various areas of a medical student's life. RESULTS Our study reveals that the notion of a medical educator from the student's perspective evolves over time from being recognised as a mere source of knowledge to being accepted as an all-round facilitator. Qualities appreciated highly by students in a medical educator were approachability, depth of knowledge, communication skills and ability to unleash creativity. CONCLUSION Students seek a facilitator role from teachers in deciding their career path and want them to promote an environment of independent thinking. The findings of this study could provide insight into areas of medical education, which could be positively influenced by a good educator.
Indian Medical Undergraduates’ Perceptions of Effective Teaching Methods: A Cross-Sectional Study
Advances in Medical Education and Practice, 2021
Introduction It becomes a challenge for a teacher to find a student-friendly approach to teach too many students in a class. The teaching methods used during medical education have a significant impact on learning among medical students. A practical and informative teaching technique is considered an essential component of that education. The present study aimed to determine the best interactive teaching method based on Indian medical undergraduates’ perceptions. Materials and Methods The current investigation was a cross-sectional descriptive study that included 100 undergraduate medical students. A structured sample class on a specified topic was conducted using Microsoft PowerPoint (PPT) and a “chalk and talk” (CNT) method. Students’ opinions of the class were assessed via a Likert scale questionnaire in which, for each of the two methods, the students were asked to rank twelve comments on a four-point scale: strongly agree, agree, disagree, or strongly disagree. Descriptive stat...