scholarly journals Medical teacher: how much they are satisfied with their job?

2014 ◽  
Vol 2 (1) ◽  
pp. 18-22
Author(s):  
Rawshan Ara Khanam ◽  
Humayun Kabir Talukder ◽  
Tahmina Nargis ◽  
Abdul Wohab Khan ◽  
SM Idris Ali ◽  
...  
Keyword(s):  
Job Satisfaction ◽  
Rating Scale ◽  
Central Administration ◽  
Medical Teacher ◽  
Clinical Teachers ◽  
Graduate Degrees ◽  
Political Interference ◽  
Very High ◽  
Medical Teachers ◽  
Medical Colleges

Job satisfaction includes the fulfillment of both extrinsic and intrinsic satisfaction dimensions.. To find out the views of medical teachers regarding their job satisfaction this study was carried out in 10 medical colleges for one year among 218 teachers working in preclinical, paraclinical and clinical departments of those medical colleges. Structured questionnaire using 47 characters related to job satisfaction were compiled under 8 themes. Among these for 39 questions 5 point Likert scale was used as rating scale .For satisfaction or dissatisfaction 3 was taken as the cut off value. Mean age of the respondents were 42 years and they passed 3 years after last promotion, 41% teachers were female , 87% were married and 81 % had post graduate degrees. Among the 8 themes teachers were highly satisfied with all of the 4 items under theme 1( relation with others). Teachers were also satisfied with theme 2 (teaching related responsibilities )& theme 3 ( teaching environment) though level of satisfaction was not very high. Teachers were not satisfied with activities related to current work ie, theme 4 but highly dissatisfied with the facilities available other than the salary ( theme5). Regarding local administration medical teachers were highly dissatisfied (theme 6) but there was low level satisfaction with central administration (theme7). Regarding clinical teachers satisfaction all teachers were highly satisfied with all the items (theme 8). Satisfaction with one or other aspect of their job was 58.6% which was not very high. Low salary , adverse environment, political interference in posting promotion was the most important cause for dissatisfaction. DOI: http://dx.doi.org/10.3329/bjme.v2i1.18133 Bangladesh Journal of Medical Education Vol.2(1) 2011: 18-22

scholarly journals Job Satisfaction of Medical Teachers in Bangladesh : Who Are More Satisfied?

2014 ◽  
Vol 2 (2) ◽  
pp. 12-17
Author(s):  
Rawshan Ara Khanam ◽  
Humayun Kabir Talukder ◽  
Tahmina Nargis ◽  
Afrin Rubaiyat
Keyword(s):  
Job Satisfaction ◽  
T Test ◽  
Satisfaction Level ◽  
Central Administration ◽  
Clinical Teachers ◽  
Male And Female ◽  
Female Teachers ◽  
Significant Difference ◽  
Medical Teachers ◽  
Medical Colleges

Introduction: Job satisfaction is a complex function of a number of variables related to the teachers demographic characters, the work itself, pay, work responsibilities, variety of tasks, promotional opportunities, and relation with co-workers etc. A person may be satisfied with one or more aspects of his/her job but at the same time may be unhappy with other things related to the job. Teachers job satisfaction is associated with teachers effectiveness which ultimately affects students achievements. Job satisfaction has been variously linked with increased performance and negatively with absenteeism and turn over. Methodology: It was a cross sectional type of descriptive study, conducted in 10 medical colleges , of these 5 were non government and 5 were public medical colleges for one year (July 2011 to June 2012) with the aim to determine the medical teachers who were more satisfied with their job . Total respondents were 218 teachers selected by convenience sampling,working in preclinical, para clinical and clinical departments of those medical colleges. Pretested, self-administered, structured , anonymous, using English ,questionnaires with Likert scale was used for data collection . Comparison of satisfaction level between male and female teachers, teachers working in nongovernment and government medical colleges, in central and peripheral medical colleges, senior and junior teachers were done by applying unpaired t test. The level of significance was considered as < 0.05 and confidence interval was 95%. 41% teachers were female, 87% were married and 81% had post graduate degrees. Results : Mean age of the respondents were 42 years and they passed 3 years after last promotion. Regarding theme 1-7 there were no significant difference in satisfaction in male and female teachers but in theme 8 (central administration), p value of two tailed unpaired t test was .009. It means that female teachers were less satisfied than their male counter part regarding central administration .Among the 8 themes, central level teachers were more satisfied (p<.009) in relation with others. Teachers working in peripheral medical colleges were significantly (p <.001) more satisfied with facilities other than the salary. There were significant satisfaction among the teachers of private medical colleges in all the themes except clinical teachers satisfaction. Junior teachers were significantly less satisfied than their seniors in all aspects of their job. Conclusions :Teachers working in non government sectors were more satisfied than the teachers of government sectors in most of the cases. Male teachers are a bit more satisfied than their female counterpart .Satisfaction level is higher among senior teachers. Job satisfaction of clinical and non clinical teachers were similar except regarding facilities enjoyed other than the salary. Teachers were satisfied with their teaching related items but they were dissatisfied with administration. DOI: http://dx.doi.org/10.3329/bjme.v2i2.18136 Bangladesh Journal of Medical Education Vol.2(2) 2011: 12-17

scholarly journals Views of Medical Teachers Regarding Job Satisfaction

2014 ◽  
Vol 2 (2) ◽  
pp. 18-25
Author(s):  
Rawshan Ara Khanam ◽  
Humayun Kabir Talukder ◽  
Tahmina Nargis ◽  
MA Wohab Khan ◽  
Abdal Mia ◽  
...  
Keyword(s):  
Professional Development ◽  
Job Satisfaction ◽  
Teaching Quality ◽  
Cross Sectional ◽  
Political Interference ◽  
Depth Interview ◽  
Professional Development Of Teachers ◽  
Clinical Departments ◽  
Medical Teachers ◽  
Medical Colleges

Objectives To assess the level of job satisfaction among the medical teachers according to their views including existing barriers and ways of further improvement. Materials and methods This was a cross sectional type of descriptive study and was carried out for one year. In depth interview were performed using interview schedule among twenty five medical teachers those were willing to participate in this study and working in preclinical, Para clinical and clinical departments of 5 non government and 5 government medical colleges. Results: In depth interview was conducted among 11 assistant professors, 6 associate and 8 professors . Among them 12 teachers were working in non government and 13 in government medical colleges. Of them 3 teachers were from preclinical ,5 from paraclinical and 17 from clinical departments. Expressed satisfaction level was very low in 5 (20%), low 12 (48%), moderate 5(20%), high 2(8%) and undecided1(4%) .Good academic environment ,good relation with administration, colleagues and students, job security and location of the institute causes much satisfaction. Main causes of dissatisfaction includes political interference in posting, transfer and promotion of the medical teachers. Low salary, lack of necessary teaching materials. Fifty percent teachers had expressed their dissatisfaction regarding their working place. All of the teachers believed that job satisfaction influences teaching quality and there should be provision for professional development of teachers. Conclusion Job satisfaction among medical teachers is low. There are several causes of satisfaction and so many causes of dissatisfaction. Political consideration in cases of recruitment, posting, transfer and promotion , low salary ,lack of educational materials and educational environment is very important issue for causing dissatisfaction. On job training for professional development of teachers is recommended by all. DOI: http://dx.doi.org/10.3329/bjme.v2i2.18137 Bangladesh Journal of Medical Education Vol.2(2) 2011: 18-25

scholarly journals Identifying Qualities of a Medical Teacher

2014 ◽  
Vol 11 (2) ◽  
pp. 86-91
Author(s):  
Md Humayun Kabir Talukder ◽  
Shahana Parveen ◽  
Md Zakir Hossain
Keyword(s):  
Extracurricular Activities ◽  
Role Model ◽  
Medical Profession ◽  
Clinical Care ◽  
Visual Aids ◽  
Medical Teacher ◽  
Cross Sectional ◽  
Good Communication ◽  
Medical Teachers ◽  
Medical Colleges

Context: Teaching is a novel profession. Teaching is a science as well as an art. In case of medical teaching it is more important as it deals with human being oriented curriculum. Products of the medical teachers will deal with life and death. So medical teachers should have such qualities as role model in-front of students. It will help students to become future physicians with professionalism which the medical profession and people expect from them. Materials & Methods: A descriptive type of cross sectional study was conducted in different government and nongovernment medical colleges of Bangladesh to identify the qualities of medical teachers. The study population was the teachers of MBBS course who were working at least one year in medical colleges and were willing to co-operate and were available at the time of data collection. Sample size was 437. Self-administered structured questionnaire was used for the collection of data from the teachers. There were few open ended questions also. Results: Study revealed the generic fundamental qualities of a medical teacher are competent in respective subject, teach medical students daily, ethical person, nonthreatening attitude, assess the student in unbiased way, strength of personality, updated with relevant recent knowledge, not involve in grouping, preparing and presenting audio visual aids to make the teaching sessions attractive, strength of good communication (verbal, nonverbal, writing etc.), conduct research regularly, publish article in journals every year, act as role model, friendly with the colleagues, supportive for the staff, co-operate rationally with the administration, justified decision maker and good basic clinical care provider. Study also revealed the specific qualities of a medical teacher are sympathetic & empathetic dealings of a teacher towards patients, counsel to motivate students to be a self directed learner, motivate students for positive extracurricular activities (outdoor/indoor games, cultural functions, wall magazine, debate etc.), well behalf manager, fair personalities, wear decent well dress and not actively involved in politics. DOI: http://dx.doi.org/10.3329/bja.v11i2.20677 Bangladesh Journal of Anatomy, July 2013, Vol. 11 No. 2 pp 86-91

scholarly journals Assessing the Medical Teacher’s Role in Practicing Instructional Events in the Lecture Classes of Selected Medical Colleges

2016 ◽  
Vol 11 (1) ◽  
pp. 19-24
Author(s):  
Md Mahbubur Rahman ◽  
Md Humayun Kabir Talukder ◽  
Shahnila Ferdousi ◽  
Md Ahsan Habib ◽  
Md Kazi Khairul Alam ◽  
...  
Keyword(s):  
Classroom Management ◽  
Rating Scale ◽  
Armed Forces ◽  
Undergraduate Medical Students ◽  
Medical Teacher ◽  
Medical College ◽  
Teaching Aids ◽  
Method Of Instruction ◽  
Continued Medical Education ◽  
Medical Colleges

Introduction: Lecture is an important method of instruction through which the undergraduate medical students acquire knowledge, experience, skill and attitude. There are however, serious questions regarding the effectiveness of the traditional lecture approach. Yet, it is agreed upon that this can be more effective by making this approach methodical and more interactive.Objectives: This study was conducted to assess medical teachers’ skills in instructional events in their lecture classes.Materials and Methods: A descriptive, crosssectional study was conducted from July 2013 to June 2014 at conveniently selected six medical colleges of the country. At those selected institutions 30 lecture classes were observed and views of 1500 students were collected. A checklist with rating scale having rubric was used by the researchers to record the necessary observations while attending the lectures covering 8 instructional events. Out of 30 lecture classes, 13 were of preclinical subjects and 17 were of paraclinical area. Views of 1500 students were collected on a self administered structured questionnaire just after attending observed classes, covering 11 areas of performance. Out of them 732 were preclinical students and 768 were paraclinical students.Results: In this study, majority of the respondents (67%) agreed that the teachers successfully gained attention. In mentioning objective, the observer marked more than half (53.3%) of the teachers as unsatisfactory. The mean score of observer’s opinion in mentioning objective was 0.97±1.35. More than one fourth (23.55%) of the student respondents did not agree that the teachers stimulated prior knowledge in the lecture class. More than one fourth (26.15%) of the respondents did not agree that necessary feedback were taken by the teachers. Forty two percent of the respondents did not agree that the teachers provided a good summary at the end. More than one fourth of the respondents (26.85%) did not agree that the lecture was interesting. In this study, some of the key performances of the teachers like mentioning objective of the lesson, providing summary, legibility of teaching aids were scored less than 2, indicating that those were the problem areas and should be emphasized more. In this regards, continued medical education/continued professional developmental program of medical colleges should be valued and exercised properly.Conclusion: Effectiveness of a lecture largely depends on the knowledge of the teachers in teaching methodologies, their individual skills in presentation and their ability in classroom management. This study revealed that the teachers of medical colleges had been missing some important characteristics of effective lecture.Journal of Armed Forces Medical College Bangladesh Vol.11(1) 2015: 19-24

scholarly journals Comparing Faculty Development Needs of Basic Sciences and Clinical Teachers During Major Curricular Reform at Prince Sattam Bin Abdulaziz Medical College in Saudi Arabia

2021 ◽  
Vol 13 (1) ◽  
pp. 31-41
Author(s):  
Amira Farghaly
Keyword(s):  
Faculty Development ◽  
Online Survey ◽  
Course Design ◽  
Clinical Teaching ◽  
Faculty Members ◽  
Multiple Choice Questions ◽  
Basic Sciences ◽  
Medical Teacher ◽  
Clinical Teachers ◽  
Medical Educators

The required competencies of the medical graduates are changing, and by turn those of medical educators are changing as well. The aim of this study was to compare the faculty development (FD) needs of basic sciences and clinical teachers at the College of Medicine, Prince Sattam Bin Abdulaziz University during reforming of the curriculum to an integrated student-centred curriculum. This study is a descriptive cross-sectional study that included an online survey for faculty members to assess their FD needs and priorities. The survey questionnaire included questions about the experience of faculty members in teaching in integrated curricula, motivators to share in FD activities, preferred formats of FD activities, self-perceived competencies and needs in different areas of medical education, and selfperceived current commitment to the 12 roles of medical educators. Comparison between the basic sciences and the clinical teachers’ perceived competencies, priorities and commitment to the roles of the medical teacher took place. Mann-Whitney U test was used to compare means. The results of the study showed that the highest self-perceived competencies of faculty members were in lecturing (mean = 4.25±0.99) and constructing multiple choice questions (mean = 4.25±0.92). Statistically significant differences were present between basic sciences and clinical teachers in designing integrated courses (p = 0.02) and clinical teaching (p = 0.03). Significant differences were also present in the perceived importance of certain topics in FD programmes, such as course design, blueprinting and simulation. The study concluded that there are differences between basic medical sciences and clinical teachers in the learning needs and the competencies, which should be taken into consideration during planning for FD activities.

scholarly journals Work-pressure, job-satisfaction and turnover intentions among health managers in Serbia

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
M Šantrić Milićević ◽  
M Gačević ◽  
N Milić ◽  
J Filipović ◽  
J Todorovic ◽  
...  
Keyword(s):  
Public Health ◽  
Job Satisfaction ◽  
Turnover Intention ◽  
Turnover Intentions ◽  
Health Sector ◽  
Work Pressure ◽  
Female Nurse ◽  
High Work ◽  
Very High ◽  
Health Managers

Abstract Background Rationalization, freezing of salaries and additional taxation of salaries above a certain amount have marked the reform of the public health sector in Serbia in 2014/15. Health managers bear responsibility for success in reform activities, and improvement of subordinates’ job satisfaction and health care quality with constrained resources. This study explored factors associated with work-pressure, turnover intentions and job satisfaction among health managers in 323 public health institutions in Serbia. Methods Data of the 2015 job satisfaction survey of the Ministry of Health and the Serbian Public Health Institute were used to carry out a secondary analysis. Logistic regression was applied, including factors such as age, gender, occupation (doctors, nurses, other health workers, healthcare associates and non-medical managers), workplace, work-conditions’ satisfaction, general job satisfaction, and turnover intention in relation to work-pressure of 7818 health managers (response rate was 91.5%). Results Almost 39.5% of the health managers experienced high/very high work-pressure (p &lt; 0.001), 51.2% were dissatisfied (p &lt; 0.001), and 23.7% had turnover intention outside the health sector/country (p &lt; 0.001). High/very high work-pressure positively correlated with health managers of secondary (Odds Ratio-OR =1.37, p &lt; 0.001) and tertiary care institution (OR = 1.72, p &lt; 0.001), female sex (OR = 1.19, p = 0.004), younger than 55 years of age (OR = 1.26, p &lt; 0.001), and nurses (OR = 1.13, p = 0.024). Other factors showing positive correlations include job dissatisfaction in general (p &lt; 0.001) and with all workplace conditions (p &lt; 0.001), as well as turnover intentions (p &lt; 0.001). Conclusions Work pressure of health managers seems to be perceived highest in the group of younger female nurse executives in hospital care. Their dissatisfaction with the job in general and with the working conditions, as well as turnover intentions positively correlate with the increase of work pressure. Key messages Improving working conditions and job satisfaction is key to reduce work pressure of health managers. Young female nurse managers perceive highest levels of work pressure, and need reinforcement at work.

Measuring Cognitive Load

2007 ◽  
pp. 188-194
Author(s):  
N. Hogg
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Rating Scale ◽  
Processing System ◽  
Reliability And Validity ◽  
Measurement Instrument ◽  
Subjective Rating ◽  
Subjective Rating Scale ◽  
Very High ◽  
The Web

Cognitive load theory describes learning in terms of a processing system when all too often working memory is overloaded and learning is impeded. Measuring cognitive load is an important component of research in the area of information processing. The design, delivery, and administration of an instrument, as well as its reliability and validity are discussed as a solution to the measurement of cognitive load. A nine-point subjective rating scale ranging from very, very low (1) to very, very high (9) measures cognitive load, defined as the mental effort needed to complete a task. It is a replica of the instrument used by Paas (1992) and Paas and van Merriënboer (1994). The measurement instrument can be used both on paper and on the Web.

scholarly journals Werksbetrokkenheid: 'n Empiriese ondersoek

1982 ◽  
Author(s):  
A. S. Engelbrecht ◽  
L. C. De Jager
Keyword(s):  
Job Satisfaction ◽  
Job Performance ◽  
Rating Scale ◽  
Job Involvement ◽  
Graphic Rating Scale ◽  
Different Dimensions ◽  
Female Employees ◽  
The Relationship ◽  
Full Day

The relationship between job involvement, job satisfaction and job performance has been investigated. Differences in job involvement between the sexes and between full day and half day female employees were also researched. Two questionnaires and a graphic rating scale were applied to a sample of 164 clerical employees. Job involvement correlated significantly and positively with job performance and also with the different dimensions of job satisfaction. No significant differences regarding job involvement were found between the sexes and between full day and half day female employees. Conclusions are drawn from the results obtained and recommendations are made for future research.OpsommingAangesien daar 'n komplekse verwantskap tussen werksbetrokkenheid, werkstevredenheid en werksprestasie is en teenstrydige resultate hieroor bestaan, is daar 'n behoefte aan verdere navorsing ten einde hierdie verwantskappe op te klaar. Benewens hierdie verwantskappe is geslagsverskille en moontlike verskille tussen vol- en halfdag vroulike werknemers in werksbetrokkenheid ook ondersoek. Twee vraelyste en 'n grafiese beoordelingskaal is aan 'n monster bestaande uit 164 klerklike personeellede geadministreer. Beduidende positiewe korrelasies is tussen werksbetrokkenheid en werksprestasie en tussen werksbetrokkenheid en die verskillende dimensies van werkstevredenheid gevind. Geen beduidende verskil is tussen mans en vrouens asook tussen vol- en halfdag vroulike werknemers ten opsigte van werksbetrokkenheid verkry nie.

Flashbulb Memories for a Negative and a Positive Event: News of Desert Storm and Acceptance to College

2001 ◽  
Vol 88 (2) ◽  
pp. 323-331 ◽  
Author(s):  
Ali İ. Tekcan
Keyword(s):  
College Students ◽  
Sex Differences ◽  
Rating Scale ◽  
Emotional Reaction ◽  
Emotional Reactions ◽  
Desert Storm ◽  
Operation Desert Storm ◽  
Point Rating Scale ◽  
Very High

37 college students answered questions regarding the circumstances in which they first heard about two events that took place approximately two years prior: the beginning of Operation Desert Storm and the news of their acceptance to college. The number of details recalled about their own circumstances for both events was very high and not different for the two events. However, they reported having stronger emotional reactions (as measured by a 5-point rating scale) for the news of acceptance to college. Only for the news of Desert Storm was rated intensity of emotional reaction related to the number of details recalled. Sex differences were found in the intensity of emotional reactions and frequency of rehearsal but not in recall.

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