Graduates' verdict on medical teachers: The minority who teach do it well

Paul Finucane, Isobel Rolfe

Research output: Contribution to journalArticlepeer-review

Abstract

Using a postal questionnaire, comments were invited from recent graduates on the teaching profile and performance of all teachers at an 'innovative' medical school which emphasizes problem-based learning. Of the 120 teachers involved in the survey, graduates considered 32 (27%) to have a very high profile, 18 (15%) a high profile, 29 (24% a low profile and 41 (34%) a very low profile. In a follow-up survey involving the teaching performance of 106 teachers, graduates considered 20 (19%) to be of very high quality, 64 (60%) of high quality, 21 (20%) of low quality and 1 (1%) of very low quality. These findings suggest that efforts to improve medical teaching should focus on helping low profile teachers to become more active rather than enhancing the performance of those who already teach.

Original languageEnglish
Pages (from-to)57-59
Number of pages3
JournalMedical Teacher
Volume18
Issue number1
DOIs
Publication statusPublished - Mar 1996
Externally publishedYes

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