Olasoji H O, Mu'azu Ahmad Bilyamini, Garba Mairo Hassan
Department of Oral and Maxillofacial Surgery, Faculty of Dentistry, College of Medical Sciences, University of Maiduguri, Maiduguri, Borno State, Nigeria.
Adv Med Educ Pract. 2019 Aug 12;10:605-617. doi: 10.2147/AMEP.S171550. eCollection 2019.
Debates on medical educational reform initiatives in Nigeria have gradually shifted from access to medical colleges to improving learning quality. Understandably, clinical teachers are being encouraged to acquire basic teaching pedagogical knowledge through learning activities. Considering the fact that the concept of faculty development for medical teachers' is still evolving in Sub-Saharan Africa, this study aims to explore clinical teachers' attitude to teaching and perceptions of continuing education in teaching knowledge and skills in a medical college in Nigeria.
Using a mixed-method research approach, quantitative data were collected from a sample of teachers through survey questionnaires, and qualitative data were obtained through face-to-face individual semi-structured interviews of teachers from the same institution.
Sixty-one survey questionnaires (response rate of 88%) and 10 interviews were completed and analyzed. Findings revealed that teachers' derived satisfaction from teaching and maintain a strong commitment to teaching. Bedside teachings (64%) and lectures (21%) were reported to be the most frequent mode of teaching. Although four out of every five respondents (80%) reported not having previous training in teaching, a large proportion (97%) self-assessed their teaching abilities to be average or above average, with most indicating that the experience of teaching observed during undergraduate medical training may be sufficient preparation for their teaching roles. The majority of the teachers' were of the opinion that there is a need to improve their individual teaching skill. However, in the absence of formal faculty development programs in the college, most of the teachers indicated that their teaching skills are currently being improved through sporadic informal community of practice involving interested colleagues and modeling identified good teachers.
A catalyst of learning by teachers' may come from their belief and self-rating of teaching ability. In this under-resourced context, explicit classifications of existing informal learning opportunities coupled with greater institutional support could improve teaching and teachers' development.
尼日利亚关于医学教育改革举措的讨论已逐渐从进入医学院校转向提高学习质量。可以理解的是，临床教师正被鼓励通过学习活动获取基本的教学法知识。鉴于撒哈拉以南非洲地区医学教师师资发展的概念仍在不断演变，本研究旨在探讨尼日利亚一所医学院校临床教师对教学的态度以及对教学知识和技能继续教育的看法。
采用混合研究方法，通过调查问卷从教师样本中收集定量数据，并通过对同一机构教师进行面对面的个人半结构化访谈获取定性数据。
完成并分析了61份调查问卷（回复率为88%）和10次访谈。结果显示，教师从教学中获得满足感并对教学保持坚定的承诺。据报告，床边教学（64%）和讲座（21%）是最常见的教学方式。尽管五分之四的受访者（80%）表示之前没有接受过教学培训，但很大一部分人（97%）自我评估其教学能力为中等或以上，大多数人表示本科医学培训期间观察到的教学经验可能足以让他们胜任教学角色。大多数教师认为有必要提高他们的个人教学技能。然而，由于该学院没有正式的师资发展项目，大多数教师表示，他们目前通过与感兴趣的同事组成的零星非正式实践社区以及模仿公认的优秀教师来提高教学技能。
教师学习的一个促进因素可能来自他们对教学能力的信念和自我评估。在这种资源匮乏的背景下，明确现有非正式学习机会的分类并给予更多的机构支持可以改善教学和教师发展。
