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
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.
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.
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).
- 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.
- 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.
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.
- 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.