Qualities of good medical teacher as perceived by medical (MBBS) students of a private medical college in Lahore, Pakistan
Abstract
Introduction: In human societies, teachers play a fundamental role; teacher is more than just an educator. The present research aims to analyze the perceptions of medical (MBBS) students towards the personality traits and qualities of an excellent teacher so that standards can be set for teaching philosophy.
Methodology: This observational cross-sectional study was conducted at Azra Naheed Medical College, Superior University Lahore. After informed consent, 200 medical (MBBS) students of both genders participated in the study. Each student filled out a questionnaire compromising the qualities of an excellent medical teacher.
Result: According to the student responses, the most commonly agreed factor for an excellent medical teacher was 'Medical Teacher uses simple language' reported by 113 (56.5%) students, followed by 'Medical Teacher uses technology' in 107 (53.5%), 'Medical Teacher has command on the subject' in 106 (53.0%), 'Medical Teacher is enthusiastic about the subject' 105 (52.5%), 'Medical Teacher summarizes topic at the end of the lecture' 105 (52.5%), 'Medical Teacher announces topic one week before lecture' 96 (48.0%), Textbooks are allowed by Medical Teacher during lectures' (94 (47.0%), 'Medical Teacher begins class by asking questions related to the topic' 86 (43%), students reported 'Handouts are given to students by medical teacher' 83 (41.5%) and 61 (30.5%) students said 'There are breaks for discussions and group activities for students during class'.
Conclusion: According to medical (MBBS) students, an excellent medical teacher uses simple language technology, has command of the subject, is enthusiastic and summarizes the topic at the end of the lecture.
Downloads
References
Sakthivel P, Rathi V, Ish P. A good teacher in the doctor: The vision and mission. J R Coll Physicians Edinb. 2023; 10:14782715231207124
DOI: https://doi.org/10.1177/14782715231207124
Di Norcia A, Bombi AS, Pinto G, Cannoni E. The student's drawing of teacher's pictorial Value as a predictor of the student–teacher relationship and school adjustment. Front Psychol. 2022;13:1006568.
DOI: https://doi.org/10.3389/fpsyg.2022.1006568.
Azer SA. The qualities of a good teacher: how can they be acquired and sustained? J R Soc Med. 2005; 98(2):67-9.
DOI: https://doi.org/10.1177/014107680509800211.
Xiang D, Qin G, Zheng X. The Influence of Student-Teacher Relationship on School-Age Children's Empathy: The Mediating Role of Emotional Intelligence. Psychol Res Behav Manag. 2022; 15:2735-2744.
DOI: https://doi.org/10.2147/PRBM.S380689.
Stronge JH, Ward TJ, Grant LW. What Makes Good Teachers Good? A Cross-Case Analysis of the Connection Between Teacher Effectiveness and Student Achievement. J Teach Educ. 2011; 62(4):339-355.
DOI: https://doi.org/10.1177/0022487111404241.
Walker RJ. Twelve Characteristics of an Effective Teacher: A Longitudinal, Qualitative, Quasi-Research Study of In-Service and Pre-Service Teachers' Opinions. Educ Horiz. 2011; 87(1),61-68.
Arnon S, Nirit Reichel N. Who is the ideal teacher? Am I? Similarity and differences in perception of students of education regarding the qualities of a good teacher and of their own qualities as teachers. Teach Teach. 2007; 13(5):441-464.
DOI: https://doi.org/10.1080/13540600701561653.
Bakx A, Koopman M, Kruijf Jd, Brok Pd. Primary school pupils' views of characteristics of good primary school teachers: an exploratory, open approach for investigating pupils' perceptions. Teach Teach. 2015; 21(5):543-564.
DOI: https://doi.org/10.1080/13540602.2014.995477.
Harding K, Parsons J. Improving Teacher Education Programs. Aust J Teach Educ. 2011; 36(11):51-61.
DOI: https://doi.org/10.14221/ajte.2011v36n11.7.
Dorman J. Classroom environment research: Progress and possibilities. Queensland Journal of Educational Research. 2002; 18(2):112-140.
Limone P, Toto GA. Psychological Strategies and Protocols for Promoting School Well-Being: A Systematic Review. Front Psychol. 2022; 13:914063.
DOI: https://doi.org/10.3389/fpsyg.2022.914063.
Kaleem A, Salahuddin T. Personality traits of an ideal teacher: A case of COMSATS Institution Pakistan. Bulletin of Education & Research. 2007; 29(1):33-46.
Wan S, Lin S, Yirimuwen, Li S, Qin G. The Relationship Between Teacher-Student Relationship and Adolescent Emotional Intelligence: A Chain-Mediated Mediation Model of Openness and Empathy. Psychol Res Behav Manag. 2023; 20(16):1343-1354.
DOI: https://doi.org/10.2147/PRBM.S399824.
Zheng F. Fostering Students' Well-Being: The Mediating Role of Teacher Interpersonal Behavior and Student-Teacher Relationships. Front Psychol. 2022; 12:796728.
DOI: https://doi.org/10.3389/fpsyg.2021.796728.
Gan S. The Role of Teacher-Student Relatedness and Teachers' Engagement on Students' Engagement in EFL Classrooms. Front Psychol. 2021; 12:745435.
Copyright (c) 2023 Journal of Shifa Tameer-e-Millat University
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Journal of Shifa Tameer-e-Millat University (JSTMU) is the owner of all copyright to any work published in the journal. Any material printed in JSTMU may not be reproduced without the permission of the editors or publisher. The Journal accepts only original material for publication with the understanding that except for abstracts, no part of the data has been published or will be submitted for publication elsewhere before appearing and/or decision in this journal. The Editorial Board makes every effort to ensure the accuracy and authenticity of material printed in the journal. However, conclusions and statements expressed are views of the authors and do not necessarily reflect the opinions of the Editorial Board or JSTMU.
Content of this journal is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.