Meenakshi S, Raghunath N, Shreeshyla H S
Department of Prosthodontics, J.S.S. Dental College and Hospital, Jagadguru Sri Shivarathreeshwara University, Mysuru, Karnataka, India.
Department of Orthodontics and Dentofacial Orthopaedics, J.S.S. Dental College and Hospital, Jagadguru Sri Shivarathreeshwara University, Mysuru, Karnataka, India.
J Int Soc Prev Community Dent. 2017 Nov;7(Suppl 3):S179-S185. doi: 10.4103/jispcd.JISPCD_407_16. Epub 2017 Nov 30.
Faculty members of dental institutions are being asked to assume new academic duties for which they have received no formal training. To succeed in new teaching tasks, faculty development through assessment of teaching skills is essential.
A Self-Assessment Questionnaire consisting 18 closed-ended questions was sent to various faculty members of dental colleges of Karnataka. A total of 210 faculty members volunteered to participate in the study. The response rate was 69.8%. Data gathered were statistically analyzed using SPSS software version 16, Chi-square test, and descriptive statistics.
In the present study, 27.3% of participants were unaware of andragogy, 33.3% were unaware of teachers development programs, 44.6% do not obtain student feedback after teaching, 52.6% were unaware of peer review of teaching skills, and 50% were unaware of interprofessional education initiatives.
By incorporating teaching and learning skills, dental faculty could acquire competencies and academic credentials to become valuable contributors to the institution. This study emphasizes the areas of improvement in dental school learning environment, based on activation of prior knowledge, elaboration of new learning, learning in context, transfer of learning, and organization of knowledge toward learning.
牙科机构的教职员工被要求承担新的学术职责，而他们并未接受过相关正式培训。为了在新的教学任务中取得成功，通过评估教学技能来促进教师发展至关重要。
向卡纳塔克邦牙科学院的各位教职员工发放了一份包含18个封闭式问题的自我评估问卷。共有210名教职员工自愿参与该研究。回复率为69.8%。使用SPSS软件版本16、卡方检验和描述性统计对收集到的数据进行统计分析。
在本研究中，27.3%的参与者不了解成人教育学，33.3%的参与者不了解教师发展项目，44.6%的参与者在教学后未获得学生反馈，52.6%的参与者不了解教学技能的同行评审，50%的参与者不了解跨专业教育举措。
通过融入教学技能，牙科教师可以获得能力和学术资质，成为所在机构的重要贡献者。本研究基于激活先验知识、阐述新学习内容、情境学习、学习迁移以及将知识组织用于学习等方面，强调了牙科学院学习环境中需要改进的领域。
