Preferred teaching styles of medical faculty: an international multi-center study
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RESEARCH ARTICLE
Open Access
Preferred teaching styles of medical faculty: an international multi-center study Nihar Ranjan Dash1, Salman Yousuf Guraya1* , Mohammad Tahseen Al Bataineh1, Mohamed Elhassan Abdalla1, Muhamad Saiful Bahri Yusoff2, Mona Faisal Al-Qahtani3, Walther N. K. A. van Mook4, Muhammad Saeed Shafi5, Hamdi Hameed Almaramhy6 and Wail Nuri Osman Mukhtar7
Abstract Background: In the current wave of educational reforms, understanding teaching styles of medical faculty can help modify instructional strategies for effective teaching. Few studies have probed distinctive teaching styles of medical faculty. We compared preferred teaching styles of faculty from seven medical schools in United Arab Emirates, the Netherlands, Saudi Arabia, Malaysia, Pakistan, and Sudan. Methods: The validated Grasha-Riechmann teaching style inventory was administered online for data collection and used SPSS version 20.0 for statistical analysis. Results: Of the 460 invitees, 248 responded (response rate; 54%). Delegator teaching style was most common with a highest median and mean of 2.38 and 2.45, respectively. There was a significant correlation between expert and authority teaching styles, correlation coefficient 0.62. Similarly, we found a significant correlation between authority teaching style and nature of curriculum, correlation coefficient 0.30. Multiple regression analysis showed that only authority teaching style and male gender had significant correlation. Interestingly, 117 (47%) teachers disagreed with the teaching philosophy of delivering course contents by strictly following learning outcomes. Female teachers (114/248) were more willing to negotiate with their students regarding how and what to teach in their course, while male teachers tended to allow more autonomy by allowing students to set their learning agenda. Conclusions: This study showed that the medical teachers preferred delegator teacher style that promotes students’ collaboration and peer-to-peer learning. Most teachers are conscious of their teaching styles to motivate students for scientific curiosity. These findings can help medical educators to modify their teaching styles for effective learning. Keywords: Teaching style, Students learning style, Medical curriculum, Problem based learning, Instructional strategies.
* Correspondence: [email protected] 1 Clinical Sciences Department, College of Medicine, University of Sharjah, Post Box –, 27272 Sharjah, United Arab Emirates Full list of author information is available at the end of the article © The Author(s). 2020 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless
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