Teaching effectiveness of instructors during lectures in pre-clinical phase, School of Medical Sciences, USM
INTRODUCTION Teaching is one of the major roles as a medical teacher. Effective teaching means better students’ learning and ultimately will improve educational outcomes. Teaching evaluation is a vital activity in any curriculum. With proper feedback system, it will lead to improvement of teachi...
Saved in:
| 主要作者: | |
|---|---|
| 格式: | Thesis |
| 语言: | English |
| 出版: |
2016
|
| 主题: | |
| 在线阅读: | http://eprints.usm.my/42385/1/Dr._Muhd_Al-Aarifin_Ismail-24_pages.pdf |
| 标签: |
添加标签
没有标签, 成为第一个标记此记录!
|
| 总结: | INTRODUCTION
Teaching is one of the major roles as a medical teacher. Effective teaching means
better students’ learning and ultimately will improve educational outcomes. Teaching
evaluation is a vital activity in any curriculum. With proper feedback system, it will
lead to improvement of teaching skill among faculty members.
OBJECTIVES
The purpose of this study was to evaluate lecturers’ teaching effectiveness during
lectures in pre-clinical years USM medical school through medical students’ ratings
by determining level of teaching behaviors. It was also to determine factors (gender,
ethnic groups, specialties and designation) that associate with the lecturers’ teaching
effectiveness.
METHODOLOGY
This study utilized a cross-sectional design. Faculty members in School of Medical
Sciences, USM who has been involved in delivering lecture for pre-clinical year
students were chosen as study subjects. 30 pre-clinical year students were trained to
rate their teaching behavior by using validated instrument. School and ethical
committee clearance were obtained prior to the start of the study. Data collection wasdone in 4 months’ time and it was analyzed using Statistical Package for Social
Sciences (SPSS) version 22.
RESULTS
A total of 55 instructors were involved. They attained good level of teaching
behavior in the aspects of organisation and speech & pacing as indicated by the
mean scores of 4.02 and 4.15 respectively. For the clarity, enthusiasm, interaction
and rapport aspects, they attained acceptable level of teaching behaviors as
suggested by mean scores ranging from 3.10 – 3.59. Meanwhile the lowest level was
in disclosure aspect with mean score of 2.20. There were no significant relationship
seen between teaching behaviors and all observed factors (i.e. instructors’ gender,
ethnic group, specialty and designation),
CONCLUSION
USM medical school pre-clinical instructors were positively perceived in the aspects
of organisation and speech & pacing. The clarity, enthusiasm, interaction and
rapport aspects were under areas for improvement and the disclosure aspect was an
area of concern. Teaching behaviors were not associated with gender, ethnic group,
area of expertise and designation. However, non-clinical instructors were better
perceived than the clinical instructors in several low-inference teaching behaviors.
|
|---|