ePoster
Prioritization of the Roles of Medical Faculty: Opinion of Arab Medical Education Experts

Authors

  1. Dr. Hani Atwa

Theme

Best Practice in Teaching and Learning

INSTITUTION

Ibn Sina National College for Medical Studies, Jeddah, KSA
Medical Education Department, Faculty of Medicine, Suez Canal University, Egypt

Background

Major changes in medical education have been witnessed over the past few decades. Great emphasis has been placed on self-directed study, with students taking increasing responsibilities for their learning, but still under declining supervision and mentorship of their teachers. This necessitates changes in the roles of medical teachers from being just information providers to facilitators of student learning, role models, and mentors for students.

Summary of Work

This is a cross-sectional, descriptive study that has been conducted to explore opinions of Arab Medical Education experts on the importance of each of roles of medical faculty.

A 5-point scale survey containing the twelve roles of good teachers described by Harden and Crosby (2000) was devised in an electronic format and sent to 57 Arab experts (MD holders with PhD or Masters Degree qualification in Medical Education). Response rate was 89% (n=51).

Mean scores and standard deviations for responses concerning each role have been calculated using Microsoft Excel© 2013.

Summary of Results

Highest mean scores were given to five roles, which are:

–“Learning facilitator” (4.8±0.8)

–“On-the-job role model” (4.7±0.5)

–“Clinical or practical teacher” (4.5±0.3)

–“Mentor” (4.5±0.5)

–“Student assessor” (4.5±0.6)

Lowest score was given to the role of “Lecturer” (3.6±0.8).

Conclusion
  • Responses of experts indicate that there is a belief that the role of the medical faculty in today’s curriculum is more than just lecturers (sources of information).
  • Rather, medical faculty must have an active role in helping adult students learn and guiding them to become lifelong, independent learners.
Take-home Messages
  • Opinions of Arab Medical Education experts should be reflected on planning faculty development activities to stress on raising the awareness of medical teachers about their important roles.
  • There should be a mind shift regarding the roles from just information providing to facilitating adult and lifelong learning.
Acknowledgement

I would like to thank my dear colleague Arab Medical Educationists in Egypt and Saudi Arabia for their participation in this study. All appreciation goes also to Dr. Rashad Alkashgari, Dean of Ibn Sina National College for Medical Studies in Jeddah, for his kind support.

References
  • Harden R and Crosby J. 2000. AMEE Guide No 20: The good teacher is more than a lecturer - twelve roles of the teacher. Medical Teacher. 22(4): 334-347.
  • Bashir T. 1998. Dangerous liaison: academics’ attitude towards open learning in higher education. Open Learning. 43-45.
  • Brew A. and Boud D. 1998. Preparing for new academic role: an holistic approach to development. International Journal of Academic Development. 1(2):17-25.
  • Biggs J. 1999. What the student does: teaching for enhanced learning. Higher Education Research & Development. 18:1.
Background

Twelve roles have been identified for the good medical teacher in the current era of medical education. Those twelve roles are:

1.Lecturer in classroom setting.

2.Teacher in clinical or practical class setting.

3.On-the-job role model.

4.Role model in the teaching setting.

5.Mentor, personal adviser or tutor.

6.Learning facilitator.

7.Planning or participating in formal examinations of students.

8.Curriculum evaluator.

9.Curriculum planner.

10.Course organizer.

11.Production of study guides.

12.Developing learning resource materials in the form of computer programs, videotape or print which can be used as adjuncts to the lectures and other sessions.

The identified roles take into account two important points:

– An increased emphasis on the student.

– Changes in current medical education.

Some teachers will have only one role. Most teachers will have several roles. All roles, however, need to be represented in an institution or teaching organization.

Summary of Work
Summary of Results
Conclusion
Take-home Messages
Acknowledgement
References
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