Do we need certified medical teachers in medical school at Universiti Sains Malaysia: An educator’s self-reflective questionnaire-based survey
Shahid Hassan, and Zafar Ahmed, and Ahmad Fuad Abdul Rahim, (2011) Do we need certified medical teachers in medical school at Universiti Sains Malaysia: An educator’s self-reflective questionnaire-based survey. Education in Medicine Journal, 3 (2). pp. 53-64. ISSN 2180-1932
Official URL: http://dx.doi.org/10.5959/eimj.3.2.2011.or6
Universiti Sains Malaysia. School of Medical Sciences
Universiti Kebangsaan Malaysia. Faculty of Medicine
Background: Faculty’s role as educators is over looked in clinical education, even though the teaching has a direct reflection of performance of clinical competence and professional development of graduating doctors. Two major problems of clinical education are the lack of uniform teaching and learning strategies in postgraduate as well as later years of undergraduate clinical teaching and the professional development of faculty in teaching in medical institutions.
Objective: The survey has two major objectives. First objective was to know about the faculty response to a survey on teaching while trying to create awareness for teaching and research in teaching. The second objective was to know the faculty members’ understanding with principles of learning and teaching with strengths and weaknesses of respondents’ performance in clinical teaching on completing The Educator’s Self-Reflective Inventory (ESRI).
Method: The ESRI was administered to approach 214 faculty members in SMS at USM. Appraisal of self-reflection inventory as medical teacher and personal development with respect to challenges, opportunities, innovations and need assessment of teaching were explored in response to 35 items grouped in 5 clusters through a questionnaire-based survey utilizing ESRI.
Result: Statistical analysis of respondent’s data indicates a mixed response with lab-based disciplines 54.54% followed by surgical-based disciplines 50% and medical-based disciplines 30%. Individual discipline best response is received from Plastic Surgery and ORL-HNS (100%) and Hematology (77.77%). A result of individual item response in each cluster WAS also analyzed.
Conclusion: The survey evaluated the faculty’s response to ESRI and concern shown to develop their abilities as teachers and researchers in clinical teaching. However, the initial response suggested the need for more survey to continue creating the awareness for faculty development and research in teaching. Conclusion drawn from analysis of each items in inventory is encouraging for teaching in medical education.
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