Department of Community Medicine, International Medical University (IMU), No, 126, Jalan Jalil Perkasa 19, Bukit Jalil, 5700 Kuala Lumpur, Malaysia.
BMC Med Educ. 2013 Sep 17;13:128. doi: 10.1186/1472-6920-13-128.
Effective teaching in medicine is essential to produce good quality doctors. A number of studies have attempted to identify the characteristics of an effective teacher. However, most of literature regarding an effective medical teacher includes student ratings or expert opinions. Furthermore, interdisciplinary studies for the same are even fewer. We did a cross-sectional study of the characteristics of effective teachers from their own perspective across medicine and dentistry disciplines.
A questionnaire comprising of 24 statements relating to perceived qualities of effective teachers was prepared and used. The study population included the faculty of medicine and dentistry at the institution. Respondents were asked to mark their response to each statement based on a 5-point Likert scale ranging from strongly disagree to strongly agree. These statements were grouped these into four main subgroups, viz. Class room behaviour/instructional delivery, interaction with students, personal qualities and professional development, and analysed with respect to discipline, cultural background, gender and teaching experience using SPSS v 13.0. For bivariate analysis, t-test and one way ANOVA were used. Multiple linear regression for multivariate analysis was used to control confounding variables.
The top three desirable qualities of an effective teacher in our study were knowledge of subject, enthusiasm and communication skills. Faculty with longer teaching experienced ranked classroom behaviour/instructional delivery higher than their less experienced counterparts. There was no difference of perspectives based on cultural background, gender or discipline (medicine and dentistry).
This study found that the faculty perspectives were similar, regardless of the discipline, gender and cultural background. Furthermore, on review of literature similar findings are seen in studies done in allied medical and non-medical fields. These findings support common teacher training programs for the teachers of all disciplines, rather than having separate training programs exclusively for medical teachers. Logistically, this would make it much easier to arrange such programs in universities or colleges with different faculties or disciplines.
医学领域的有效教学对于培养优秀医生至关重要。许多研究试图确定优秀教师的特征。然而，大多数关于有效医学教师的文献都包括学生评分或专家意见。此外，跨学科的研究则更少。我们从自身角度对医学和牙科领域的有效教师特征进行了一项横断面研究。
我们准备并使用了一份包含 24 个与有效教师感知素质相关陈述的问卷。研究对象包括该机构的医学和牙科学科的教师。要求受访者根据 5 分李克特量表对每个陈述进行标记，范围从强烈不同意到强烈同意。这些陈述被分为四个主要分组，即课堂行为/教学交付、与学生的互动、个人素质和专业发展，并根据学科、文化背景、性别和教学经验进行分析，使用 SPSS v 13.0。对于双变量分析，使用 t 检验和单因素方差分析。对于多变量分析，使用多元线性回归来控制混杂变量。
在我们的研究中，一位有效教师最理想的三个素质是对学科的了解、热情和沟通技巧。教学经验较长的教师比经验较少的教师更重视课堂行为/教学交付。文化背景、性别或学科（医学和牙科）并没有影响他们的观点。
这项研究发现，教师的观点是相似的，无论学科、性别和文化背景如何。此外，在对文献的回顾中，在医学和非医学领域进行的类似研究中也发现了类似的发现。这些发现支持为所有学科的教师提供共同的教师培训计划，而不是为医学教师提供专门的培训计划。从逻辑上讲，这将使在拥有不同学科的大学或学院安排这样的计划变得更加容易。
