Cargando…

Characteristics of medical teachers using student-centered teaching methods

PURPOSE: This study investigated characteristics of medical teachers who have adopted student-centered teaching methods into their teaching. METHODS: A 24-item questionnaire consisted of respondent backgrounds, his or her use of student-centered teaching methods, and awareness of the school’s educat...

Descripción completa

Detalles Bibliográficos
Autores principales: Kim, Kyong-Jee, Hwang, Jee-Young
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Korean Society of Medical Education 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5583433/
https://www.ncbi.nlm.nih.gov/pubmed/28870021
http://dx.doi.org/10.3946/kjme.2017.64
_version_ 1783261324455706624
author Kim, Kyong-Jee
Hwang, Jee-Young
author_facet Kim, Kyong-Jee
Hwang, Jee-Young
author_sort Kim, Kyong-Jee
collection PubMed
description PURPOSE: This study investigated characteristics of medical teachers who have adopted student-centered teaching methods into their teaching. METHODS: A 24-item questionnaire consisted of respondent backgrounds, his or her use of student-centered teaching methods, and awareness of the school’s educational objectives and curricular principles was administered of faculty members at a private medical school in Korea. Descriptive statistics and chi-square analysis were conducted to compare faculty use of student-centered approaches across different backgrounds and awareness of curricular principles. RESULTS: Overall response rate was 70% (N=140/200), approximately 25% (n=34) of whom were using student-centered teaching methods. Distributions in the faculty use of student-centered teaching methods were significantly higher among basic sciences faculty (versus clinical sciences faculty), with teaching experiences of over 10 years (versus less than 10 years), and who were aware of the school’s educational objectives and curricular principles. CONCLUSION: Our study indicates differences in medical faculty’s practice of student-centered teaching across disciplines, teaching experiences, and their understanding of the school’s educational objectives curricular principles. These findings have implications for faculty development and institutional support to better promote faculty use of student-centered teaching approaches.
format Online
Article
Text
id pubmed-5583433
institution National Center for Biotechnology Information
language English
publishDate 2017
publisher Korean Society of Medical Education
record_format MEDLINE/PubMed
spelling pubmed-55834332017-09-05 Characteristics of medical teachers using student-centered teaching methods Kim, Kyong-Jee Hwang, Jee-Young Korean J Med Educ Short Communication PURPOSE: This study investigated characteristics of medical teachers who have adopted student-centered teaching methods into their teaching. METHODS: A 24-item questionnaire consisted of respondent backgrounds, his or her use of student-centered teaching methods, and awareness of the school’s educational objectives and curricular principles was administered of faculty members at a private medical school in Korea. Descriptive statistics and chi-square analysis were conducted to compare faculty use of student-centered approaches across different backgrounds and awareness of curricular principles. RESULTS: Overall response rate was 70% (N=140/200), approximately 25% (n=34) of whom were using student-centered teaching methods. Distributions in the faculty use of student-centered teaching methods were significantly higher among basic sciences faculty (versus clinical sciences faculty), with teaching experiences of over 10 years (versus less than 10 years), and who were aware of the school’s educational objectives and curricular principles. CONCLUSION: Our study indicates differences in medical faculty’s practice of student-centered teaching across disciplines, teaching experiences, and their understanding of the school’s educational objectives curricular principles. These findings have implications for faculty development and institutional support to better promote faculty use of student-centered teaching approaches. Korean Society of Medical Education 2017-09 2017-08-29 /pmc/articles/PMC5583433/ /pubmed/28870021 http://dx.doi.org/10.3946/kjme.2017.64 Text en © The Korean Society of Medical Education. All rights reserved. This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Short Communication
Kim, Kyong-Jee
Hwang, Jee-Young
Characteristics of medical teachers using student-centered teaching methods
title Characteristics of medical teachers using student-centered teaching methods
title_full Characteristics of medical teachers using student-centered teaching methods
title_fullStr Characteristics of medical teachers using student-centered teaching methods
title_full_unstemmed Characteristics of medical teachers using student-centered teaching methods
title_short Characteristics of medical teachers using student-centered teaching methods
title_sort characteristics of medical teachers using student-centered teaching methods
topic Short Communication
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5583433/
https://www.ncbi.nlm.nih.gov/pubmed/28870021
http://dx.doi.org/10.3946/kjme.2017.64
work_keys_str_mv AT kimkyongjee characteristicsofmedicalteachersusingstudentcenteredteachingmethods
AT hwangjeeyoung characteristicsofmedicalteachersusingstudentcenteredteachingmethods