Main Article Content
Background: Globally, medical education is continuously changing, resulting in transformation of role of teachers in medical education. In Pakistan, medical education is in transition phase and institutions and teachers are endeavoring to adopt the new roles in medical education.
Objective: To assess the perception of faculty members towards various educational roles and importance given to these roles by their respective institutions in three medical colleges of Khyber Pakhtunkhwa.
Methods: The study was conducted in Khyber Medical College Peshawar, Khyber Girls Medical College Peshawar and Khyber Medical University Institute of Medical Sciences Kohat. A questionnaire comprising of twelve roles classified into six-categories (information provider, role model, facilitator, examiner, planner, resource developer) was distributed amongst 145 teachers of basic medical sciences through purposive sampling. Faculty members were asked to score the importance of each role using a 1–10 scale containing proforma.
Results: Out of 145, 117 (80.7%) responded where 59 (50.4%) were females. Majority were lecturers with 1-5 years of teaching experience. Maximum score was given to “lecturer in classroom” (Mean 8.87+1.390 SD), Teacher in clinical / practical setting (mean=8.74+1.604 SD) and examiner (mean=8.75+1.479 SD). Minimum score was given to study guide producer (mean=6.86+2.665 SD) and curriculum evaluator (mean=7.37+2.533 SD). The Importance of roles in faculty point of view vs importance in college programs were comparable (p<0.05).
Conclusion: Faculty members of these public sector medical colleges are generally aware regarding different educational roles but they need to be informed about some of the roles like study guide producer and curriculum evaluator.
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