Surgical Education and Training: Developing Standards S-29

CROSS-SECTIONAL SURVEY
Qualities of a Teacher: A Trainee’s Perspective
Syed Shahrukh Hassan Rizvi,1 Zara Awan,2 Farrukh Hassan Rizvi,3 Huma Awan,4 Wajiha Zahid5

Abstract
Objective: To determine the qualities of a good medical teacher from a trainee's perspective, to evaluate the best
teaching method, and to explore the association of specialty and level of training with teaching methods and
qualities of a medical teacher.
Methods: The questionnaire-based cross-sectional survey was conducted in two tertiary care teaching hospitals in
Lahore, Pakistan, from July 2019 to December 2020, and comprised all house officers and postgraduate residents.
Data was collected using a self-administered questionnaire that had three sections: demographics, best method of
teaching, and the characteristics of a good medical teacher. Data was analysed using SPSS 20.
Results: Of the 135 subjects, 56(41.5%) were males; 79(58.5%) were females; 76(56%) were junior trainees; and
77(57%) belonged to surgical specialties. The overall mean age was 27.6±2.4 years. Best teaching method identified
by the trainees was 'asking of problem-based questions' 46(33.6%). Good communication skills 61(44.5%), and calm
and non-humiliating demeanour 61(44.5%) were the most frequently identified qualities. More surgical trainees
considered the generation of competition among learners as the best teaching method than the trainees from other
specialties (p=0.001). House officers reported 'unbiased' (p=0.001) and 'moral and ethical' (p=0.001) significantly
more frequently as a good trait in their teachers compared to the residents.
Conclusion: The most important qualities in a medial teacher, as identified by the learners, were good
communication skills and calm and polite attitude.
Keywords: Medical teacher, Teaching method, Teacher's qualities. (JPMA 70: S-29 [Suppl. 1]; 2021)

Introduction teaching performance and the different types of role

models (teaching/supervisors, physician and persons)
As part of their career, medical faculty serves as role
showed that the odd ratio (OR) was the highest for the
model being a teacher/supervisor, a physician and as a
role of faculty as a teacher/supervisor.1 Ottenhoff et al.
person for the younger physicians.1 Medical education is
looked at four profiles of a medical teacher, as identified
an unusual field since no formal training as a teacher is
by 26 expert academicians; the inspirer, the role model,
obtained by most medical teachers. Having a
the practitioner, and the critic.3 Goldie et al. and Al-
combination of interest in teaching and the welfare of
Mohaimeed explored the perspective of students and
the trainee, and through clinical experience, most
tutors on what makes a good clinical teacher. 4,5
medical teachers start their teaching careers with the
However, these studies did not include postgraduate
hope of contributing something valuable to the life and
trainees. There is meagre data regarding the qualities a
career the trainee. Abraham Flexner, the author of the trainee deems to be more important in a teacher,
'Flexner Report' and a renowned educationist with great especially from our part of the world. The current study
contribution to the field of medical education, is was planned to determine the qualities of a good
reported to have said, "Medical education is not just a medical teacher from the perspective of trainees.
programme for building knowledge and skills in its Secondary objectives included evaluation of best
recipients … it also is an experience which creates teaching method, and the association of specialty and
attitudes and expectations."2 Most of the studies on the level of training with teaching methods and qualities of
matter have evaluated the qualities of a medical teacher a medical teacher.
from a students' or teachers' perspective. Boerebach et
al. explored different typologies of role modelling of the Subjects and Methods
medical faculty. 1 The associations between overall The cross-sectional study was conducted at two tertiary
care teaching hospitals in Lahore, Pakistan, from July 2019
1Lahore General Hospital, Lahore, 2,3Mukhtar A. Sheikh Memorial Welfare to December 2020. Ethics review exemption was
Hospital, Multan, 4Nishtar Hospital, Multan, 5CMH Lahore, Medical and Dental obtained from Mukhtar A. Sheikh Hospital since the study
College, Lahore, Pakistan. involved no intervention. The sample was raised using
Correspondence: Zara Awan. Email: dr.zara.awan@gmail.com consecutive non-probability sampling Technique from

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S-30 Surgical Education and Training: Developing Standards

among house officers and postgraduate residents from Results

departments of the two hospitals. Doctors on teaching or
Of the 142 participants who responded, data of 7(4.9%)
non-training posts were excluded. A medical teacher was
was excluded for having missing values. Of the 135
defined as basic science teachers, supervisors, or any
subjects, 56(41.5%) were males and 79(58.5%) were
senior postgraduate trainee, fellow, or anyone else
females. The mean age was 27.6±2.4 years. Overall, there
involved in the education of students.
were 18(13%) house officers/interns, 26(19%) were
After taking informed consent from the enrolled subjects, residents in their first year, 34(25%) second year, 30(22%)
data was collected using a self-administered third year, 14(10%) fourth year, and 13(10%) were in their
questionnaire which was provided to the participants, fifth year of training. As such, there were 76(56%) junior
who filled it out on their own before returning it next day trainees, while the rest were senior trainees. There were
or two. No face-to-face interviews were conducted to more trainees belonging to surgical specialties (77, 57%)
protect the identity of the participants. than the rest (Table-1).

The questionnaire had three sections: demographics, best Best teaching method identified by the trainees was
method of teaching, and the characteristics of a good 'asking of problem-based questions' 46(33.6%) (Table-2).
medical teacher. Demographic variables included age,
Good communication skills 61(44.5%), and calm and
gender, level of training, postgraduate year of training
non-humiliating demeanour 61(44.5%) were the most
and specialty. The specialties were divided into surgery
frequently identified qualities in medical teachers
and allied/other specialties. Six methods of teaching were
presented in the next section and the participants were
Table-1: Specialties included.
asked to select the best methods. These included: asking
of problem-based questions; providing role-model for the Specialty Frequency(percentage)
learner; creating an environment of competition among
the learners; building up on what the trainee already House Job 18 (13.3)
knows; didactic instruction or couching in a lecture; and Surgical Specialties
encouraging if goals are met and humiliating if the goals Neurosurgery 21 (15.5)
are not met. It was also enquired separately if fear was a Obstetrics and Gynaecology 20 (14.8)
General Surgery 16 (11.9)
strong motivating factor in learning. For the last section,
Oromaxillofacial surgery 9 (6.7)
an open-ended question asked the participants to state Plastic Surgery 6 (4.4)
the three characteristics that should be present in a good Eye 2 (1.5)
medical teacher. Otolaryngology 1 (0.7)
Orthopaedic Surgery 1 (0.7)
Data was analysed using SPSS 20. Missing values were Urology 1 (0.7)
excluded from the analysis list-wise. Continuous variable Other specialties
age in years was presented as mean and standard Anaesthesiology 12 (8.9)
deviation. Frequencies with percentages were calculated Neurology 11 (8.1)
for all the other variables. Chi-squ test was applied for Internal Medicine 7 (5.2)
assessing association between specialty and level of Paediatrics 5 (3.7)
training with teaching methods and qualities of a teacher. Pathology 2 (1.7)
For analysis, level of training was divided as house officers Dermatology 1 (0.7)
Radiology 1 (0.7
and residents, as well as junior trainee, meaning house
Oncology 1 (0.7)
officers and residents in their first and second years, and Total 135 (100)
senior trainee, meaning residents in their third, fourth and
fifth year of training. The level of significance was set at
p<0.05, and only associations that reached that level were Table-2: Best teaching method.
presented for the sake of clarity. The qualities of the
Teaching method Frequency
teacher were grouped into four categories, with each
category having sub-categories in line with an earlier Asking of problem-based questions 46
study.6 The four categories were: teaching behaviour or Providing a role-model for the learner 32
instructional delivery; interaction with students and Creating an environment of competition among the learners 29
colleagues; personal qualities; and professional Building up on what the trainee already knows 18
development. Didactic instruction or couching in a lecture 15
Encouraging if goals are met and humiliating if the goals are not met 9

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Surgical Education and Training: Developing Standards S-31
Table-3: Qualities of a medical teacher.

Quality Frequency

Teaching behavior or instructional delivery

Good communication skills (includes: no communication gap between seniors and juniors; a good listener) 61
Provides guidance (included: problem based learning; builds up on what the student already knows; simplifies concepts) 28
Interactive teaching (Question and answer during rounds, operation, clinics, etc.) 21
Disciplined (Includes:well-organized, excellent time manager, good planner) 14
Good presentation and teaching skills; interactive lectures 19
Inflexible regarding class discipline; Strict supervision 9
Innovative in using technology in classroom 4
Good sense of humour in teaching sessions 1
Creates competition among students 4
Interaction with students and colleagues
Calm (peaceful, polite, humble, provides stress-free environment, patient, well-mannered) 61
Encouraging (Creates an encouraging environment; appreciates efforts) 57
Easily approachable/affable 55
Caring (empathic towards students; good behaviour, kind) 41
Trust and respect students, does not humiliate 31
Understanding (should be aware of student's efforts, interests, opinions and needs) 30
Friendly 23
Motivational (Inspiring and motivational to students) 20
Offers constructive feedback to students and appreciates good work 14
Should work well with colleagues and administrators 2
Personal qualities
Should have knowledge of subject; Good decision making power 55
Enthusiastic to teach (includes: enjoys teaching, dedicated; transfers knowledge and skills; Hard-working, provides proper supervision) 53
Moral (Should be honest, moral and ethical; Good character) 23
Punctual 19
Unbiased 15
Leadership qualities (includes: Confident; Takes stand for juniors) 8
Professional development
Willing to learn and open to change (flexible) 6
Up-to-date with current advances in education 4
Publication and should be active in research; Helps in synopsis and research 4
Allows appropriate number of leaves per month 1

(Table-3). skills6 Good inter-personal skills and relationship-building

were identified as significant characteristics of a good
More surgical trainees considered the generation of teacher.4 In a study conducted on dental students, top
competition among learners as the best teaching method performance attributes were expertise, good command
than the trainees from other specialties (p=0.001). House on clinical skill, and being able to understand/relate to
officers reported 'unbiased' (p=0.001) and 'moral and students.8 Top personality attributes identified included
ethical' (p=0.001) significantly more frequently as a good being respectful to students, having good
trait in their teachers compared to the residents. communication skills, being helpful, honest, and
emotionally controlled.8 A study reported good
Discussion
communication skills, honesty and motivational towards
The most important qualities of a medical teacher students as the top three qualities of a teacher from the
identified in the current study were good communication viewpoint of faculty, and respectful, good planner and
skills, calm and non-humiliating behaviour, encouraging good examiner as the top qualities identified by
and approachable, knowledgeable, and enthusiastic students.5 On the other hand, the least identified three
about teaching. Such findings have been reported earlier characteristics reported by the faculty were leniency,
as well.6,7 From a teacher's perspective, the top three telling jokes during class and being non-judgmental, and
qualities in a medical teacher in another study were by the students as sense of humour, self-sacrificing and
knowledge of subject, enthusiasm and communication sharing of personal experience.5 In line with literature,5,8

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S-32 Surgical Education and Training: Developing Standards

good sense of humour was the least frequently identified about such qualities as they progress in their careers.
characteristic of a teacher in the current study.
Conclusion
Communication skills were reported more frequently by
Asking of problem-based questions and providing a role-
the junior trainees (47% vs 53% senior trainees) in the
model for the learner were among the best teaching
current study. Similarly, Al-Jobair reported that junior
dental students recognised personality attributes, methods identified by the trainees. Good communication
including being respectful to students, having good skills, politeness, encouraging, approachable,
communication skills, being helpful, honest, and knowledgeable, and enthusiastic were the leading
emotionally-controlled, etc., as important more than the qualities identified in a medical teacher, while good sense
seniors, whereas performance attributes were rated of humour, and innovative in using technology in
equally by the two groups.8 classroom were not as frequently mentioned by the
trainees.
Interactive teaching, by asking problem-based questions,
was identified as the best method of teaching by Disclaimer: None.
participants in the current study. However, a third of the
Conflict of Interest: None.
surgical trainees considered creating competition among
learners as the best teaching method, which was not Source of Funding: None.
reflected in responses from trainees associated with the
other specialties. Interestingly, none of the medical References
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Vol. 71, No. 1 (Suppl. 1), January 2021