The Role of Medical Educators- Perception of Indian Medical Students (original) (raw)
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Development of medical teacher: A prospective for challenges in India
In India, medical education is challenged with the shortage of teachers. The teachers are not adequately prepared to handle tasks in response to the emergent needs. In spite of more than five decades of research on the educational process and the accumulation of significant understanding of the nature of learning, curriculum design, and evaluation, there has been surprisingly little opportunity for interested faculty members in medical college to obtain teaching experience other than by self-education, often by trial-and-error technique.[1] Studies addressing medical education have rarely used qualitative educational methods to contribute knowledge about the phenomenon under investigation. There are two possible reasons for this. First, in the past, the qualitative works were rejected due to the lack of objective evidence, considered to be “unscientific” and “anecdotal”[1] Second, medical educators have failed to communicate the methods, canons, and utilization of qualitative inquiry approaches to professional colleagues or undergraduate medical students.[1-3] It seems that the latter point is most pertinent here. In India, there are few studies which are grounded in qualitative methods, and doctors tend to scrutinize quantitative research designs in order to glean empirical data, which is rooted in objective reality.[2,3] We wished to acquire knowledge about several aspects of education in general and their specific application to medical education.
International Journal of Research in Medical Sciences, 2021
Background: To find the characteristics of an effective medical teacher, as perceived by the under graduate medical students who are at different stages of the MBBS course.Methods: A cross sectional study was done among all the undergraduate medical students studying in a medical college and hospital in Puducherry. The undergraduate students were visited in batches and students were explained regarding objectives and those who consented for the study were administered with a validated and pretested questionnaire in line with the objective of the study. The results are expressed in the form of proportions and percentages and the chi-square-test was used to test the significance of difference observed between different batches of studentResults: The most important qualities perceived by the students for being an effective medical teacher are creating interest in the subject, having good communication skills, providing good resource material, inspiring and motivating students, being ea...
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.
From reorientation of medical education to development of medical educators
2009
Re-orientation of medical education in India has not been fully successful because the development of medical teacher, a critical component has not been adequately addressed. Faculty development is a key factor. We have identified six shifting trends in faculty development that can contribute to the development of a medical educator in India. These include a shift from: One time training to continuing professional development; information based approach to project based approach; training to scholarship; lack of accountability to accountability and recognition; individual efforts to networking; and role of treatment providers to health promoters. We have discussed how these shifts are in tune with the global trends. We recommend that the initiatives taken in India in the recent past, viz., constitution of a Task Force by the Ministry of Health and Family Welfare, establishment of several medical education centers should be harnessed by forming a national working group. Such a group ...
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.
Qualities attributed to an ideal educator by medical students: should faculty take cognizance
Medical Teacher, 2001
Objective In January 2001, the Nelson R. Mandela School of Medicine in Durban, South Africa implemented Year 1 of a problem-based learning (PBL) curriculum. In attempting to comprehensively evaluate the first year, every aspect was investigated. Problembased learning requires that, in addition to skills competency and knowledge acquisition, students undergo personal development on their journey towards becoming reflective professionals. Suitable methods of evaluation are therefore necessary to measure some of the new objectives. This discussion appraises the possible use of student drawings as a qualitative evaluation tool.
Introduction & Objectives: Faculty of Medicine, University of Colombo, Sri Lanka conducts MBBS and BSc physiotherapy degree programs following SPICES model where educators have to play diverse roles in order to fulfil their responsibilities. Looking at them from a student's perspective will help understand what students perceive as important roles of educators and help the students understand the educators' different capacities. An effective medical educator possesses a range of qualities. Looking at them from students' point of view indicates what they expect from teachers as professionals. Methods: Harden and Crosby (2000) paper on 12 roles of a medical teacher was the conceptual framework for this study. Based on previous literature a questionnaire was developed with 20 different roles and 15 qualities of an educator. Study followed an analytical cross-sectional design with participation of 188 physiotherapy and medical undergraduates. Results: Study findings indicated that the students' perception on importance of different roles of teachers had a close overlap with Harden's 12 roles. Information provider as a lecturer in class room in clinical settings, in practical settings, developing learning materials for lectures, clinical educators etc. Importance of being an examiner and curriculum planner was rated relatively low by students. Students perceived good communication skills, professional skills, knowledge and respect for patients as most important qualities in an educator. Conclusion: Findings will help educators understand what learners expect from them and help students understand the different capacities of educators.
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).
Medical Teacher, 2007
Background: Research was conducted at the University of Cape Town in South Africa where a new medical curriculum was introduced in 2002. This curriculum is largely problem-based and primary health care (PHC) driven. Aim: To qualitatively explore medical students' perceptions of medicine and doctors and their expectations of studying medicine and practising as a doctor. Methods: A questionnaire was administered to all first-year students (n ¼ 193) that assessed their perceptions of doctors, and their expectations of studying medicine and practising as a doctor. Interviews and focus groups were conducted with purposively selected first-, second-, third-and fourth-year students. Results: Medical students at the University of Cape Town were found to have generally positive perceptions of medicine and doctors, and depicted the medical profession as one that is very significant because of its influence within society, to the point of being perceived as almost noble. Some of the more challenging and difficult aspects of a career in medicine were mentioned, but these seem to be minor compared to the positive aspects. Some students regarded the medical profession as having a biomedical and curative emphasis, although there seemed to be a strong move towards a more holistic view. However, students expected their degree to concentrate on the biomedical aspects of medicine, and therefore did not expect particular components of their degree, such as the psychosocial component. Conclusions: Unmet expectations regarding their curriculum seem to be a very significant issue for students. It is therefore important for educators who deliver the curriculum to be aware of and to understand medical students' perceptions and expectations of medicine and doctors, in order to detect and deal with conflict between these perceptions and expectations and what may be an educational institution's 'hidden curriculum'.
Scientia, 2019
Human species are theoretically most advanced, intellectual & socialized species, but if we consider the behaviors & attitudes, it is the worst species of the earth. Once upon a time human species was the responsible groups of civilization; but these all are now history. India is one of those ancient civilizations where the seeds of education, medicine, science, culture and art were first sown. But this land of glory was eventually submerged under a huge amount of social stigma & taboos. Education is the combination of four pillars, i.e. 1) Study 2)Perception 3) Discussion and 4) Analysis, without the simultaneous collection of these education must not be fulfilled. Education is the combination of following qualities, those are E=Explore the basic truth, D= Dedication to acquire, U= Understanding in an unbiased manner, C= Care for hunger of knowledge, A= Application of your understanding, T=Truth of the nature and facts, I= Intelligence to perceive, O= Observation of minutest things, N= nourishment of what you collect in the education.