PERCEPTIONS OF BASIC MEDICAL SCIENCES FACULTY TOWARDS VARIOUS EDUCATIONAL ROLES IN MEDICAL SCHOOLS
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Abstract
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.
Material and 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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