Abstract
BackgroundThe quality of medical education is a key factor. The fact that mostly physicians teach tomorrow’s physicians without acquiring pedagogical skills before becoming a teacher is a cause of concern. In Hungary, where traditional teaching methods are common, and teachers have not had pedagogical courses in medical education there has not been any research dealing with the issue. On the one hand, we aimed with this cross-sectional study to examine the attitudes of teachers towards learning outcomes of medical students to get a view about the opinions about their importance and rate of delivery. On the other hand, we analyzed the pedagogical skills of teachers from the students’ and teachers’ perspective in Hungary.MethodsData collection through self-reported questionnaires in online form in all the four Hungarian higher education institutions offering medical education was carried out among teachers and students with active student legal status in 2017. We validated the questionnaires of the two respondents’ groups. We used gap matrices to represent the correspondences of the delivery and perceived importance of the learning outcomes. We calculated averages of the pedagogical skills and compared them with t-tests.ResultsThe response rates are 11.18% in case of the students (1505) and 24.53% in case of the teachers (439). The results indicate the lack of concordance between the rates of the learning outcomes in terms of their importance and delivery - no positive gap can be observed -, and the need for pedagogical skills among teachers and students. The opinions of students compared to teachers’ are all statistically higher according to the averages.ConclusionsThe study results underline the necessity of a transition and paradigm shift in medical education from delivering solely professional knowledge towards pedagogically prepared practice and patient oriented teaching methods as well as acquiring pedagogical knowledge as part of the training of medical teachers in Hungary.
Highlights
IntroductionThe fact that mostly physicians teach tomorrow’s physicians without acquiring pedagogical skills before becoming a teacher is a cause of concern
The quality of medical education is a key factor
To get answers to this question we aimed to analyze the attitudes towards the learning outcomes and the pedagogical skills since teachers’ attitudes, teaching experience and practices often shape their behavior during the courses acting as a teacher and a clinicianeducator [7]
Summary
The fact that mostly physicians teach tomorrow’s physicians without acquiring pedagogical skills before becoming a teacher is a cause of concern. In Hungary, where traditional teaching methods are common, and teachers have not had pedagogical courses in medical education there has not been any research dealing with the issue. The quality of medical education is a key factor in securing future professional medical care, with the background of the global changes in medical knowledge and work regarding the fact that today’s physicians teach tomorrow’s physicians. Being expert in teaching, acquiring pedagogical knowledge and using teaching methods consciously can be beneficial for both parties - teachers and students - taking part in medical education. The question arises: Why do teachers use traditional teaching methods in a wider range in medical education in Hungary, when several feedbacks given by students and findings results suggest the introduction and use of non-traditional teaching methods [1,2,3,4,5,6]?
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