The impact of training in medical education technology as perceived by the teaching faculty in their own teaching practices
Journal Title: Journal of Medical Science And clinical Research - Year 2018, Vol 6, Issue 7
Abstract
There is an increasing need for improving faculty development for ensuring quality in medical education in India with a fast growing number of medical colleges. There are very few studies which highlight the selfperception of the faculty regarding the impact of such training in medical education technology on their own teaching practice. Although the impact can be evaluated by various means, a self-evaluation of one’s own perception of the impact is an emerging concept. Objective: To study the impact of training in medical education technology on one’s own teaching practice as perceived by the teaching faculty themselves. Type of stud /Study design: Cross–sectional, Descriptive, Quantitative study. Study setting: Government Medical College, Ernakulam. Period of study: 3 months November 15th 2017 to February 15th 2018. Data collection and analysis: The confidential peer-validated questionnaire15 was the study tool used for collecting the data and data analysis was done using SPSS 16 software. Results: 69.8 % perceived a change in their teaching practice and all of them attributed this change to the formal Training in Medical education Technology (TIMET) which they have received. The overall rating of teaching practice before and after the training was compared by applying paired t test and the difference was found to be statistically significant with a P value of 0.001. Conclusion: The majority perceived a statistically significant change in their teaching practice over the years and all of them attributed this change to the formal training in medical education technology (TIMET) which they have received. Recommendation: The recommendation from this study is that a basic training in medical education technology has to be included very early in the career of a medical professional which can be escalated in content and practice during residency and later on continued during the formal teaching practice as a faculty.
Authors and Affiliations
Jacob K Jacob
Keywords
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