Expectation of students from their teachers in undergraduate Medical Education in selected Medical Colleges in Bangladesh (original) (raw)
Related papers
Perception of the medical students in Bangladesh regarding quality of education
Z H Sikder Women's Medical College journal, 2023
Low quality of medical education has been a longstanding issue and needs to be addressed by medical teaching professionals. Like any other educational stream, teaching-learning in medicine also aims at affordable, student centered and quality education. It is possible to derive information about the efficacy of medical education in a variety of ways. Of them, perception-based assessment of the education quality is a proven method and thus this method was used in drawing the views of undergraduate medical students in many studies. These show that content-based teaching affects negatively the students' learning process. Student's educational attainment depends on the quality of teaching and learning. Satisfaction with learning and the educational achievement of medical students is directly dependent on the learning environment; the support system, course content and factual learning-all are creating communication barrier for the students. The traditional mode of teaching-learning as per the undergraduate MBBS curriculum is still predominantly followed in Bangladesh with a teacher centered, discipline-oriented, information gathering and hospital-based approach. Students' perception become negative because of delayed feedback from teachers, unavailable or poorly arranged technical support, limited self-regulation and self-motivation, the intense sense of isolation and deprivation, monotonous one-way instructional methods, and poorlydesigned traditional course content. A curriculum that includes problem-based learning may be of value to provide students with stimulating learning; structured clinical teaching with specific curricular objectives, as well as mentoring of students by faculty in a student-centered environment might improve the learning environment of the medical students.
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...
Bangladesh Journal of Medical Education, 2020
This descriptive type of cross-sectional study was carried out in 4 government and 4 non-government medical colleges of Bangladesh to assess the quality of undergraduate medical education. The study was conducted during the period of July 2018 to June 2019. The total sample size was 576, out of which there were 440 fifth year medical students, 114 clinical teachers and 22 Key informants. Convenience sampling technique was adopted. Two self - administered semi- structured questionnaires and one in-depth-interview schedule were utilized for the study. The study revealed that there was shortage of teaching staffs and infrastructure facilities. However numbers of hospital beds, indoor and outdoor patients were found to be sufficient. Study revealed that most of the students learned to take history, examine the patients; but had difficulties to make a provisional diagnosis. The clinical teaching in evening session was found to be neglected. Teachers could not ensure students’ learning of...
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.
Perception of Medical Students on Current Medical Education in Bangladesh
Bangladesh Journal of Medical Education
Introduction A modernized and relevant medical curriculum is the backbone of an effective medical education. A healthy and efficient medical academic environment is crucial for effective implementation of any medical curriculum. This study was performed with the aims and objectives of determining medical students’ perception of ongoing medical curriculum, teaching and learning methodologies and academic resources. Methodology: A cross sectional descriptive analytical study was conducted with a self-administered questionnaire to determine the perception of medical students about current medical curriculum, teaching-assessment methodology and learning academic environment. A total of n= 268 medical students from 4 different medical colleges participated in the study. The questionnaire consisted of 5 questions. The first two questions (Q1 and Q2) addressed students’ views ongoing medical curriculum and each were Likert type on a 1 to 5 scale (from strongly disagree to strongly agree). ...
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.
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.
Expectations of a medical student: the deficit between 'what is' and 'what should be
Journal of Ayub Medical College, Abbottabad : JAMC
Over past few decades, the expectations of medical students about their academics, extracurricular support from college and about their social life at campus have all been changed greatly. The relative scarcity of data about the expectations of Pakistani medical students has merited this study. A cross-sectional survey was undertaken at Ayub Medical College, Abbottabad at the in December, 2012 based on random sampling technique. Expectation questionnaire of University of Northumbria for Survey of Student Attitudes, Experiences and Expectations was used. One hundred and sixty-two students responded to the questionnaire with 93 (58.1%) males. Students had a fairly realistic picture of academic demands and college environment. There was major difference in the opinions of male and female students about physical environment of college with female having prior misconception about it. Forty-eight percent student found medical education challenging. About 63.3% students had realistic pictu...
Perceptions and Expectations of Medical Students towards the Quality of1
Background: Students are the primary customers of high education service, and are becoming more aware of their consumer rights and of gaps between their expectations of service delivery and the reality of services. Objective: of this study was to investigate medical students' perceptions and expectations of educational services quality at X University in Sudan. Methods: One hundred ninety six registered medical students in the academic year 2013-2014, were enrolled; sample was collected through convenience sample technique. The study was conducted by the use of Modified SERVQUAL questionnaire. SPSS version 20 was used for data analysis. Results: There was a negative mean score for quality gap in all dimensions of service quality. Students perceived tangibles as quality indicators of the service quality at university, and expect universities to have modern-looking equipment, so that staff can provide efficient service to them. There was a strong student concern about teaching staff promises regarding timetables and exam schedules to be fulfilled on time, which indicated the area of most concern amongst the respondents (gap score – 1.94). A clear communication problem regarding service delivery was inferred, as students perception towards solving their problems was very low (gap score-1.91). Conclusion: students' perceptions of services delivered by X University falls below their expectations; that indicates student's dissatisfaction. This large gap constitutes a great challenge to the administrators and educational policy makers, who are recommended to consider students feedback as a quality indicator in the quality assurance process.
Perceptions of medical students regarding educational
2013
Introduction: Medical and allied health educators around the globe agreed that an optimal educational climate is a vital aspect for effective learning to take place. Without a doubt, appraisal of the educational climate has been emphasized as a key to the delivery of high quality medical education. In addition, the appraisal provides useful feedback to particular institution to improve their curriculum. Objective: This study was employed as part of the School of Medical Sciences (SMS) Universiti Sains Malaysia curriculum review process. It aimed to explore the strengths and weaknesses of the current medical curriculum thus could provide useful information to guide the curriculum review committee during the review process. Method: A cross sectional study was conducted on a total of 656 medical students from the first, third and fifth year of study. Purposive sampling method was applied. DREEM was administered to the medical students to evaluate the educational climate in the studied medical school. Result: A total of 511 (77.9%) medical students completely responded to the 50 statements of DREEM. The mean global score across phases of medical training was 128.36/200. The global scores for year 1, year 3 and year 5 were 138.94/200, 122.27/200 and 125.49/200 respectively. Results showed that; 1) the medical school had reasonably level of educational climates across phases of medical training; 2) the medical teachers were knowledgeable and well prepared for the teaching; 3) the students were overloaded with factual knowledge; 4) the medical teachers were quite harsh to students during teaching session especially in clinical phase; 5) students experienced a significant amount of stress that led to poor memory; 6) the learning process was inclined toward teacher-centered rather than student-centered learning; 7) students had a considerable healthy social relationships with peers as well as others; and 8) academic dishonesty became more apparent in the clinical phase. Conclusion: The medical school's educational environment across different phases of study was more positive than negative. However, there are plenty of rooms for improvement as perceived by the medical students. The medical school should address various important issues highlighted in this article during the curriculum review process.