Perceptions of Medical College Faculty Regarding Their Role as Undergraduate Teachers

Abstract

Background and Objective: Under the AMEE Guide No 20, Harden has shortlisted 12 major roles of medical teachers. There is a need to study how medical teachers perceive these roles in undergraduate teaching. Objective was to assess the perception in perceptions of medical college faculty regarding their role as undergraduate teachers. Methods: Quantitative study conducted for faculty of a medical college by purposive sampling technique.Data regarding teacher’s perceptions collected using standard questionnaire and it was graded on a 5 point Likert scale. Statistical analysis used: data was analyzed by proportions, frequency and x2was applied. Results: There were 105 faculty, 18 professors, 20 associate professors and 67 assistant professors. 50 of them had undergone training in medical education. 16(17%) information providers, 12(13%) said as role models to a considerable extent, 21(22%) said as curriculum evaluators, 22( 23%) as planners, 27(28%) as course organizers to a considerable extent. The current commitment in all the roles was significantly less as against their preferred future commitment. Conclusions: Majority of the faculty perceive the need for performing most of the roles mentioned in AMEE guide, however their personal commitment was considerably less. There was no significant difference in current roles between the medical education trained and untrained groups.

Keywords

• Medical College faculty
• Perceptions
• Undergraduate student