Behaviourism is the underpinning learning theory of many teaching and assessment tools utilized to enhance the effectiveness of learning. Feedback, reinforcements, motivation, learning outcomes and objectives are few among many which are implied by the medical teachers while teaching both basic and clinical sciences to the students. The claim of Behaviourism being redundant or dead is not based on realities. Behaviourist approach is and will remain the most powerful theory to be implied in educational processes for gaining successful outcomes.
Keywords: Behaviourism, Implications, Medical Education, dead, learning.
Medical teachers need training in pedagogic techniques in order to become better teachers. Despite the fact that our teaching techniques improve gradually over the years as we gain experience and also owing to continuous practice undertaken for different kinds of teaching learning situations; nevertheless educational technology has evolved ways and means for better development of teaching skills even at earlier stages by undertaking some methodical exercises, one of which is Microteaching. Microteaching, an innovative technique of teacher training, helps teachers to improve their teaching skills. It aims at development of competence in teaching skills through the practice of microteaching sessions1. In other words, it teaches teachers how to teach. This is especially important in cases of new faculty implying the budding teachers. Even an experienced teacher can benefit by this technique, particularly for learning some new skills1. The individual may be very sound in his/ her own subject but may not necessarily be a good teacher.
This descriptive type of cross sectional study was conducted in twelve medical colleges of Bangladesh to assess the views of teachers and students regarding the distribution of subjects in Phase II and Phase III of MBBS curriculum 2012. This study was conducted from July 2017 to Apr 2018 where views were collected from 91 teachers and 991 students. Study revealed that, 90.1% respondents mentioned for rearrangement of subjects and around 87.9% teachers and 90.3% students opined for addition of Pathology subjects in Phase II of MBBS course. Study also recommended that more extensive study is needed to get an unanimous opinion from the students and medical teachers regarding the subjects in Phase II and Phase III of MBBS course.
Bangladesh Journal of Medical Education Vol.10(2) 2019: 19-22
Culturally Competent in Medical Education – European Medical Teachers’ Self-Reported Preparedness and Training Needs to Teach Cultural Competence Topics and to Teach a Diverse Class
