Who is an effective clinical teacher from the perspectives of medical students and residents?

Abstract

Introduction: Almost all published literature on effective clinical teachers were from western countries and only two compared medical students with residents. Hence, this study aims to explore the perceived characteristics of effective clinical teachers among medical students compared to residents graduating from an Asian medical school, and specifically whether there are differences between cognitive and non-cognitive domain skills, to inform faculty development. Methods: This qualitative study was conducted at the National University Health System (NUHS), Singapore involving six final year medical students at the National University of Singapore, and six residents from the NUHS Residency programme. Analysis of the semi-structured one-on-one interviews was done using a 3-step approach based on principles of Grounded Theory. Results: There are differences in the perceptions of effective clinical teachers between medical students and residents. Medical students valued a more didactic spoon-feeding type of teacher in their earlier clinical years. However final year medical students and residents valued feedback and role-modelling at clinical practice. The top two characteristics of approachability and passion for teaching are in the non-cognitive domains. These seem foundational and lead to the acquisition of effective teaching skills such as the ability to simplify complex concepts and creating a conducive learning environment. Being exam-oriented is a new characteristic not identified before in “Western-dominated” publications. Conclusion: The results of this study will help to inform educators of the differences in a learner’s needs at different stages of their clinical development and to potentially adapt their teaching styles.

Towards improving soft skills of medical education in the 21st century: A literature review

“…Incorporating culture is also suggested to encourage students to be adaptive and creative in learning about soft skills [32], [33]. It is also necessary for the teachers to embed the soft skills into their daily practice especially during interpersonal interaction as role model for the students [34].…”

Humanism in Asian medical education - A scoping review

“…Furthermore, methods to impart humanism must evolve along with students' level of medical training. A qualitative study conducted in Singaporean found that medical trainees at different stages of their training valued different types of teachers, preferring a didactic approach in their earlier years, in contrast to more rolemodelling and feedback once they step into clinical practice (Ooi et al, 2021).…”

Assessing the relationship between teaching quality and satisfaction with clinical teachers among medical students: A correlational cross-sectional study

“…To perform effectively, they must possess speci c professional qualities such as professional knowledge, clinical expertise, effective communication, and the ability to serve as role models [16][17][18][19]. Based on various studies [20][21][22][23], clinical teachers must have adequate clinical knowledge, problem-solving skills, clinical reasoning skills, and expert psychomotor skills. Additionally, clinical teachers must have excellent leadership abilities, be trusted by their colleagues, be accountable for their actions, be mature and open-minded, have non-judgmental behavior towards medical students, be self-con dent, and be satis ed with them.…”