Role of a Teacher in Medical Education: A Faculty’s Perspective from HBS: Role of a Teacher in Medical Education: A Faculty’s Perspective

Amara Hayat Awan; Sarah Ali; Uzma Siddique; Roma Salman; Yasir Khan; Hassan Ayub

doi:10.54393/pjhs.v6i5.3090

Authors

Amara Hayat Awan Department of Dental Education, Peshawar Dental College, Peshawar, Pakistan
Sarah Ali Department of Dental Education, Hazrat Bari Imam Sarkar Medical and Dental College, Islamabad, Pakistan
Uzma Siddique Department of Health Professions Education and Research, Peshawar Medical College, Peshawar, Pakistan
Roma Salman Department of Community Medicine, Nust School of Health Sciences, National University of Science and Technology, Islamabad, Pakistan
Yasir Khan Department of Medical Education, Saidu Medical College, Swat, Pakistan
Hassan Ayub Department of Medical Education, Bashir Institute of Health Sciences, Islamabad, Pakistan

DOI:

https://doi.org/10.54393/pjhs.v6i5.3090

Keywords:

Medical Education, Faculty Perception, Teaching Methods, Innovative Learning

Abstract

Medical educators are vital in delivering knowledge and shaping students' professional behaviour and critical thinking. However, their effectiveness is influenced by institutional support, teaching training, and the ability to adapt to innovative methodologies. Objectives: To assess faculty members' perceptions, teaching practices, and institutional involvement in medical education and to explore the association between formal training and innovative teaching methods. Methods: A descriptive cross-sectional survey was conducted at HBS Dental College, Islamabad, including 85 faculty members. Data were collected using a structured questionnaire covering demographics, teaching methods, perceptions of educational roles, and barriers faced. Statistical analysis was performed using SPSS version 25.0, applying Chi-square, Mann-Whitney U, and Kruskal-Wallis tests. Results: Lecture-based teaching was universal, while small group teaching (68.2%) and PBL (41.2%) were also common. Only 35.3% of faculty had formal training in medical education. A significant association was found between training and the use of innovative methods (p=0.001). Reflective teaching scores were higher among trained faculty (p=0.049). Lack of time was the most reported barrier (69.4%). Conclusions: It was concluded that faculty with formal training were more likely to adopt innovative and reflective teaching practices. Addressing institutional barriers and investing in structured faculty development can significantly enhance the quality of medical education.

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