STUDENTS’ PERSPECTIVE OF AN IDEAL MEDICAL TEACHER - EXPECTATIONS AND REALITY
DOI:
https://doi.org/10.55519/JAMC-03-12087Keywords:
Ideal medical teacher, students, expectation, realityAbstract
Background: Medical teacher plays an important role in the education of medical students. Medical students always portray their teacher as an ideal. The objective of the study was to find the gap between the best qualities that an ideal medical teacher should have and the best qualities that a medical teacher actually has. Methods: This cross-sectional survey was conducted at Ayub Medical College Abbottabad from April 2021 to Dec 2021. Consented students of 4th year and Final year MBBS were the participants. Data regarding the qualities of the best medical teacher was collected on Likert scaled validated survey questionnaire. Two closed-ended questionnaires were used. Items were the same in both questionnaires. One questionnaire (Questionnaire A) was regarding expectations of students and what qualities they expected in their ideal medical teacher. The second questionnaire (questionnaire B) was about the qualities that a medical teacher actually had been exhibiting that students had experienced. Data was analyzed using SPSS version 22.0. Results: A total of 210 students participated in this study, 126 students were from 4th year and 84 were from the final year of MBBS. Ninety-one and a half percent of students thought that an ideal medical teacher should be competent in his/her subject but in reality, 48% of students reported that their teachers are competent. Ninety-four percent of students rated that an ideal medical teacher should have excellent communication skills but in reality, only 33% reported that their teachers are having good communication skills. Eighty-three (83%) students expect their teachers should be students friendly but in reality, only 22% of teachers are students caring. Eighty-nine percent of students expect that an ideal medical teacher shall demonstrate clinical skills to students but in reality, only 36% experienced demonstration from their teachers. Conclusion: There is a big gap between the expected qualities of a medical teacher and the qualities that a teacher is having in reality from students’ perspectives. Teachers should be trained to bridge this gap,References
Hasan T, Bani I, Ageel H, Fauzi M. An Ideal Medical Teacher. Educ Med J 2011;3(1):54–59.
Singh S, Pai DR, Sinha NK, Kaur A, Soe HHK, Ankur Barua A. Qualities of an effective teacher: what do medical teachers think? BMC Med Educ 2013;13:128.
Okoli AC. Relating Communication Competence to Teaching Effectiveness: Implication for Teacher Education. J Educ Pract 2017;8(3):150–4.
Ahmed MH. Are good attributes of medical teachers more important than the learning style: a glimpse into the future of medical education and learning. J Public Health Emerg 2018;2:18.
Virk RS, Bhalwar R, Kapila K. Are doctors effective medical teachers? results of a cross-sectional study at Armed Forces Medical College, Pune. Med J Armed Forces India 1999;55(4):293–5.
Artino AR Jr, La Rochelle JS, Dezee KJ, Gehlbach H. Developing questionnaires for educational research: AMEE guide no. 87. Med Teach 2014;36(6):463–74.
Rubio DM, Berg-Weger M, Tebb SS, Lee ES, Rauch S. Objectifying content validity: Conducting a content validity study in social work research. Soc Work Res 2003;27(2):94–104.
McCoach DB, Gable RK, Madura JP. Instrument development in the affective domain: School and corporate applications. 3rd ed. New York: Springer. 2013; p.971–8.
Kumari KL, Rao PL, Sekhar CR, Elena GK. Qualities of best medical teacher: a student perceptive study. Int J Res Med Sci 2016;4(12):5436–9.
Mohaimeed AA. Medical faculty development: Perceptions about teachers’ characteristics. J Taibah Univ Med Sci 2015;10(4):405–10.
Mahvar T, Ashghali Farahani M, Aryankhesal A. Conflict management strategies in coping with students' disruptive behaviors in the classroom: Systematized review. J Adv Med Educ Prof 2018;6(3):102–14.
Jayaprakash R, Sharija S. Students’ perspective of competent medical teacher: A qualitative study. Indian J Child Health 2017;4(4):467–70.
Additional Files
Published
Issue
Section
License
Copyright (c) 2023 Zahida Parveen
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Journal of Ayub Medical College, Abbottabad is an OPEN ACCESS JOURNAL which means that all content is FREELY available without charge to all users whether registered with the journal or not. The work published by J Ayub Med Coll Abbottabad is licensed and distributed under the creative commons License CC BY ND Attribution-NoDerivs. Material printed in this journal is OPEN to access, and are FREE for use in academic and research work with proper citation. J Ayub Med Coll Abbottabad accepts only original material for publication with the understanding that except for abstracts, no part of the data has been published or will be submitted for publication elsewhere before appearing in J Ayub Med Coll Abbottabad. The Editorial Board of J Ayub Med Coll Abbottabad makes every effort to ensure the accuracy and authenticity of material printed in J Ayub Med Coll Abbottabad. However, conclusions and statements expressed are views of the authors and do not reflect the opinion/policy of J Ayub Med Coll Abbottabad or the Editorial Board.
USERS are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access.
AUTHORS retain the rights of free downloading/unlimited e-print of full text and sharing/disseminating the article without any restriction, by any means including twitter, scholarly collaboration networks such as ResearchGate, Academia.eu, and social media sites such as Twitter, LinkedIn, Google Scholar and any other professional or academic networking site.
