What are the attributes of a good health educator?

Dragan Ilic,Jessica Harding,Basia Diug,Christie Allan

doi:10.5116/ijme.5765.0b6a

Dragan Ilic, Jessica Harding + Show 2 more

Open Access

https://doi.org/10.5116/ijme.5765.0b6a

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Abstract

ObjectivesThe purpose of this study was to examine the attributes that students and educators believe are important to being a good health educator in a non-clinical setting. MethodsA cross-sectional survey of first-year health science students and educators involved with a Health Science course in Melbourne, Australia was performed. A convenience sampling approach was implemented, with participants were required to rate the importance of teaching attributes on a previously developed 15-item written questionnaire. Descriptive statistics were generated, with Pearson’s chi-square statistics used to examine differences between groups. In total 94/147 (63.9%) of students and 15/15 (100%) of educators participated in the study. ResultsOf the 15 attributes, only ‘scholarly activity’ was not deemed to be not as an important attribute to define a good educator. Knowledge base (50% vs. 13.3%) and feedback skills (22.3% vs. 0%) were rated as important attributes by students in comparison to educators. Professionalism (20% vs. 5.3%), scholarly activity (20% vs. 3.2%) and role modelling (26.7% vs. 3.2%) were rated as the most important attributes by educators in comparison to students. ConclusionsNo single attribute makes a good health educator; rather health educators are required to have a rounded approach to teaching. Students have greater focus on the educator providing a transfer of knowledge. Educators are additionally focused on professionalism attributes, which may not be valued by students. Students and educators must enter into a clearer understanding of expectations, from both parties, to obtain optimal education outcomes.

Highlights

Teaching modalities are changing; greater emphasis on blended learning and problem-based learning approaches has seen the role of an educator shift from one who imparts knowledge, to one that facilitates the sourcing, appraising and implementation of knowledge.[1]
The three top ranked most important health educator attributes according to students were: knowledge base, enthusiasm and clarity with 49.5%, 47.4% and 37.9% of students selecting these characteristics, respectively, Table 1
Our study identified the importance of non-cognitive attributes, as shaping what a good health educator may be

Summary

Introduction

Teaching modalities are changing; greater emphasis on blended learning and problem-based learning approaches has seen the role of an educator shift from one who imparts knowledge, to one that facilitates the sourcing, appraising and implementation of knowledge.[1] Given this shift in the student-educator paradigm, it is important to identify which attributes compromise a good educator. There is conflicting evidence with respect to the impact of pedagogical training educators have upon their perceived value as an educator and impact upon student performance.[5]

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Discussion

Conclusion