Shrivastava Saurabh, Manivasakan Shivasakthy, Shrivastava Prateek Saurabh, Somu Lavakumar
Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth-Deemed to be University, Chengalpet, Tamil Nadu, India.
Department of Prosthodontics, Indira Gandhi Institute of Dental Sciences, Centre for Health Professions Education, Sri Balaji Vidyapeeth (SBV)-Deemed to be University, Pillayarkuppam, Puducherry, India.
Avicenna J Med. 2022 May 12;12(1):21-30. doi: 10.1055/s-0042-1744434. eCollection 2022 Jan.
A medical teacher has a very complex job profile, wherein they are expected to train a cohort of newly joined medical aspirants to competent health care professionals. The current study was conducted to identify the challenges faced by the faculty members in medical teaching and to assess the perception of teachers on the role of medical education workshops in addressing these challenges. It was a Mixed Methods study conducted over a period of 9 months from January to September 2021 in a tertiary teaching medical college and hospital of Chengalpet District of Tamil Nadu amongst the faculty members of the teaching medical college and hospital. In the first phase, universal sampling method was employed, wherein all faculty members were asked to fill the online semi-structured questionnaire. In the second phase, purposive sampling was employed, wherein all teachers who have a minimum teaching experience of 3 years and have attended any medical education workshop were included and interviewed using a focus group discussion guide. The quantitative date was analyzed using descriptive statistics, while the qualitative data was analyzed using manual content analysis. In the quantitative phase, 149 faculty members filled the online questionnaire, of which majority were females (52.3%) and were from the clinical departments (63.1%). The manual thematic content analysis of the FGD resulted in the identification of two themes (challenges and utility of workshops). The challenges theme consisted of three categories of Faculty, Students, and Administration, while Utility of workshops theme included two categories of refinement of skills, and suggestions for future In conclusion, lack of teamwork in the department, multiple responsibilities assigned to a single person, and shortage of clinical material during COVID-19 were identified as the main challenges in teaching-learning. The medical education workshops play a significant role in improving the knowledge of various domains of teaching and assessment, introduction of innovations, and ensure better performance of the faculty members.
医学教师的工作内容非常复杂，他们需要将一群新加入的医学有志者培养成合格的医疗保健专业人员。本研究旨在确定医学教师在教学中面临的挑战，并评估教师对医学教育工作坊在应对这些挑战中所起作用的看法。
这是一项混合方法研究，于2021年1月至9月在泰米尔纳德邦坦贾武尔区一所三级教学医学院及附属医院进行，为期9个月，研究对象为该教学医学院及附属医院的教师。在第一阶段，采用普查抽样方法，要求所有教师填写在线半结构化问卷。在第二阶段，采用目的抽样方法，纳入所有教学经验至少3年且参加过任何医学教育工作坊的教师，并使用焦点小组讨论指南进行访谈。定量数据采用描述性统计分析，定性数据采用人工内容分析。
在定量阶段，149名教师填写了在线问卷，其中大多数为女性（52.3%），来自临床科室（63.1%）。焦点小组讨论的人工主题内容分析确定了两个主题（挑战和工作坊的效用）。挑战主题包括教师、学生和管理三个类别，而工作坊的效用主题包括技能提升和对未来的建议两个类别。
总之，部门内缺乏团队合作、一人承担多项职责以及新冠疫情期间临床材料短缺被确定为教学中的主要挑战。医学教育工作坊在提高教学和评估各领域的知识、引入创新以及确保教师表现更好方面发挥着重要作用。
