Abstract
Background: Teacher’s role has evolved from a knowledge-transmitter to that of a learning-facilitator. To
professionally develop postgraduate medical/dental trainees-as-teachers (PGTT) considering teaching as
one of the exit-level outcomes of their Master’s program. A course was conducted on twelve-roles of medical teacher with patient-safety theme. This study was intended to explore the level of PGTT’s satisfaction
regarding their roles developed in response to their engagement in course activities.
Methods: In 2015, a one-week course, ‘Fundamentals of Health-Professions-Education (FHPE)’ was conducted for 25 PGTT, underpinned with adult learning principles in context of patient-safety theme for the development of twelve-roles of medical teacher. Variety of teaching approaches with formative and summative
assessments were done to promote learning-by-doing (Kolb’s-theory). A self-administered cross-sectional
questionnaire on a 5-point Likert scale was used with 29 questions on role of course facilitators, Course plan
& conduct and Development of their own teaching skills. Satisfaction-level was expressed in the form of
percentages.
Results: All 25 PGTT responded on three major domains of the questionnaire. All (100%) agreed on the effectiveness of the roles of course facilitators and the course plan & conduct. Majority (96%) of them showed
agreement on the improvement of their teaching skills developed during this course.
Conclusions: The FHPE-course was found as a worthwhile opportunity for PGTT in acquiring the desired
outcomes under-supervision and with respect to its future implications in their respective settings. Building
capacity for scholarship of teaching & learning is a way forward to successful academic achievements.
Dr Iram Khursheed, Dr Rahila Ali. (2017) Capacity Building To Inculcate Twelve-roles Of Medical-teacher Using Patient-safety Theme, The Pakistan Journal of Medicine and Dentistry, Volume-6, Issue-2.
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