Effect of Microteaching Sessions on Teachers’ Rating by Students in A Public Sector Medical University
Abstract
Objective: To determine the effect of microteaching and student’s feedback on teachers’ performance in a Medical University
Methodology: Secondary data analysis was done at Sindh Medical College, a constituent college of Jinnah Sindh Medical University, Karachi. Duration was two years from 2015 to 2017. Teachers’ evaluation was conducted through student’s feedback for the year 2015 and 2016. Quantitative data was generated by a Higher Education Commission (HEC) designed questionnaire which was circulated among the students of 2nd, 3rd and 4th year MBBS. The average mean score was calculated and teachers who scored below 2 were mandated to attend the microteaching and professional development workshops. The data was analyzed on SPSS version 20. The average mean scores of teachers’ evaluation of years 2015 pre microteaching and 2016 post microteaching were compared by applying Wilcoxon test and paired “t” test, the improvement of teaching quality among teachers of different genders and designations was observed.
Result: The study revealed that teaching quality was improved after attending the microteaching sessions which was reflected by the increased mean scores of students’ feedback and p-value of 0.0001 was obtained for the faculty of 2nd and 3rd year, while the p-value of 4th year faculty was 0.010.
Conclusion: The results indicated that the students’ feedback is a powerful tool for teachers’ self-reflection which, combined with professional development programmes and microteaching, can enhance teaching capabilities of an individual.
