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Academic Effectiveness of a Medical Teacher as Perceived by the Educators Themselves and Their students
Author(s) -
Jurjus Rosalyn A.,
Hijal Nora,
Farhat Rima,
Hussein Inaya Hajj,
Jurjus Abdo
Publication year - 2020
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2020.34.s1.09248
Subject(s) - enthusiasm , dynamism , class (philosophy) , likert scale , psychology , medical education , session (web analytics) , mathematics education , perception , perspective (graphical) , test (biology) , medicine , computer science , social psychology , developmental psychology , paleontology , physics , quantum mechanics , artificial intelligence , neuroscience , world wide web , biology
The essence of medical school education derives from not only the knowledge of the teacher, but also the effective dissemination of such knowledge to the medical student. This process constitutes the foundation of a fruitful medical education – transforming basic science information to tangible, clinical applications. There are various perspectives as to what facilitates this process, and these come from both the perspective of the medical student as well as from those of the educators. The aim of this study is to look into the qualities of an effective teacher in the medical school environment as perceived by both the educator and the learners. Methods An anonymous online self‐administered Likert‐scale survey in English using the Lime online survey tool was administered to the teaching faculty and first through fourth year medical students. Data was analyzed using the Chi Square Test. Perceptions on the elements of effective teaching was broken down to five main elements in the survey. Analytical/synthetic approach, Teacher Performance/Organization, Teacher‐group interaction, Teacher‐Individual student interaction, Dynamism/enthusiasm. Results Many attributes and characteristics are rated of same importance by both the educators and the students. However, the educators rated much higher than the learners items like “Stating Learning objectives for each class session” (p< 0.001), “Identifying what he/she considers important” (p< 0.001), “Interacting with students” (p< 0.001), and “Motivating students” (p< 0.001). Other attributes like, “making students feel comfortable” (p=0.001), “encouraging class discussion” (p=0.001), “inviting students to share their knowledge and experiences” (p< 0.001) were also ranked significantly higher by the educators. As for the desirable characteristics that make a session effective, the educator rated higher being Enthusiastic, Composed, Well and properly dressed, and Disciplined (p< 0.001). Conclusions Learners do not share the same outlook on what makes a great medical educator with the teachers themselves. In the future, we plan to run a multicenter, international study to compare and contrast the perceived attributes by students and teachers from multiple medical schools in different countries and from various cultural backgrounds.