| ORIGINAL RESEARCH ARTICLE |
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| Year : 2017 | Volume
: 30
| Issue : 1 | Page : 68-74 |
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What do faculty feel about teaching in this school? assessment of medical education environment by teachers
Syed Ilyas Shehnaz1, Mohamed Arifulla2, Jayadevan Sreedharan3, Kadayam Guruswami Gomathi2
1 Department of Pharmacology, Faculty of Medicine, Annamalai University, Chidambaram, Tamil Nadu, India
2 Gulf Medical University, Ajman, United Arab Emirates
3 Department of Community Medicine, Gulf Medical University, Ajman, United Arab Emirates
Correspondence Address:
Syed Ilyas Shehnaz
M25.M Block, Annanagar East, Chennai, Tamil Nadu
India
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/1357-6283.210500
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Background: Faculty members are major stakeholders in curriculum delivery, and positive student learning outcomes can only be expected in an educational environment (EE) conducive to learning. EE experienced by teachers includes all conditions affecting teaching and learning activities. As the EE of teachers indirectly influences the EE of students, assessment of teachers' perceptions of EE can highlight issues affecting student learning. These perceptions can also serve as a valuable tool for identifying faculty development needs. In this study, we have used the Assessment of Medical Education Environment by Teachers (AMEET) inventory as a tool to assess medical teachers' perceptions of the EE. Methods: The AMEET inventory was used to assess perceptions regarding various domains of EE by teachers teaching undergraduate students at the College of Medicine, Gulf Medical University, Ajman, United Arab Emirates. Median total, domain, and individual statement scores were compared between groups using Wilcoxon rank-sum test. Results: Teaching–learning activities, learning atmosphere, collaborative atmosphere, and professional self-perceptions were identified as strengths of the EE while time allocated for various teaching–learning activities, preparedness of students, levels of student stress, learning atmosphere in hospital, and support system for stressed faculty members were areas necessitating improvement. The scores of faculty members teaching in basic medical sciences were found to be significantly higher than those in clinical sciences. Discussion: The EE of this medical college was generally perceived as being positive by faculty although a few areas of concern were highlighted. Strengths and weaknesses of the EE from the teachers' point of view provide important feedback to curriculum planners, which can be used to improve the working environment of the faculty as well as facilitate a better direction and focus to faculty development programs being planned for the future. |
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