scholarly journals Reliability and patentability of academic-rank promotional criteria in medical colleges of India

2018 ◽  
Vol 13 (2) ◽  
pp. 78-83
Author(s):  
Smita Rameshrao Sorte ◽  
Sachin Babu Rathod
Keyword(s):  
Scientific Misconduct ◽  
Teaching Experience ◽  
Faculty Members ◽  
Academic Rank ◽  
Medical Council ◽  
Faculty Role ◽  
Medical College ◽  
Unethical Practices ◽  
Years Of Teaching Experience ◽  
Medical Colleges

A promotion refers to the progress of an employee’s position or ranks in a hierarchical constitution with an increase in status, responsibilities, and salary. Academic rank Promotional criteria considered by the Medical Council of India (MCI) include educational qualifications, seniority according to years of teaching experience and numbers of Publications. There is gap between faculty role in medical college and expectation for promotion in India. Impractical expectation beyond the self-competency has promoted unethical practices. The various scientific misconduct problems had faded the quality of research in India. So the expected criteria for the evaluation of faculty members are needed to be re-adjusted by policymakers, according to the facilities of the scientific centers and human, social and economic resources at the institute. Medical Council of India needs to evolve and implement a suitable promotional policy for faculty members of medical colleges in India. J Bangladesh Soc Physiol. 2018, December; 13(2): 78-83

scholarly journals A study on the awareness and practice of medical education technologies among medical college teachers

2019 ◽  
Vol 8 (1) ◽  
pp. 330
Author(s):  
C. R. Saju ◽  
Jose Vincent ◽  
Vidhu M. Joshy
Keyword(s):  
Medical Education ◽  
Teaching Effectiveness ◽  
Developing Nations ◽  
Faculty Members ◽  
Assessment Process ◽  
Medical Council ◽  
Medical College ◽  
Basic Course ◽  
Study Participants ◽  
Structured Questionnaire

Background: Globally there is a move to reorient the medical education to suit the needs of the developing nations. Medical Council of India has made it is mandatory that all faculty need to attend Basic course in Medical Education Technologies (MET) to improve teaching effectiveness. In spite of their efforts in this regard many of the faculty is still unaware of this initiative and those who have already attended the course are not effectively practicing it. This study aimed at assessing level of awareness and practice of medical education technologies among the teaching faculty.Methods: Data was collected from the faculty by personal interviews using a validated semi-structured questionnaire and analysed using SPSS.Results: 219 faculty members participated in the study working in 26 departments. Mean age of faculty was 40.98 (SD: 12.36). 57.1% of them were males and 42.9% were females. The level of awareness among study participants about learning process related medical education technologies ranged from 57% (for psychomotor domain) to 74% (for setting up of educational objectives). The awareness and practice of ‘teaching process’ and assessment process related medical education technologies remained low. No statistically significant association was obtained between awareness and practice of SLO, Microteaching, and MiniCEX.Conclusions: Majority of teachers remain untrained in the medical education technologies at the time of the study. Of the non-clinical compared to the clinical stream of teachers, greater proportion of teachers in non-clinical section have been trained. The awareness and practice of ‘medical education technologies’ remain low among the study participants.

Investigating Faculty Members' Beliefs About Distance Education

2018 ◽  
pp. 23-44
Author(s):  
Naifa Eid AI-Saleem ◽  
Mohammed Nasser Al-Suqri
Keyword(s):  
Distance Education ◽  
Data Collection ◽  
Teaching Experience ◽  
Faculty Members ◽  
Academic Rank ◽  
Female Faculty ◽  
Learning And Teaching ◽  
Significant Difference ◽  
Positive Statements ◽  
Negative Statements

This research paper aims to investigate the beliefs (perceptions) about distance education(DE) held by the faculty members of Sultan Qaboos Uuniversity (SQU) at the Sultanate of Oman as well as the differences between their beliefs (perceptions) with regards to gender, teaching experience, college academic rank, nationality, etc. This study used a questionnaire as a method of data collection. Findings of the study indicated statistically significant difference in terms of gender. Results show that female faculty members hold positive beliefs (perceptions) about the use of DE in learning and teaching whereas compared to their male colleagues. With regards to nationality, the study found statistically slight differences, wherein the Omani faculty members yielded higher scores on the positive statements and lower at the negative statements.

Development of Medical Education in Kathmandu Medical College

2018 ◽  
Vol 6 (3) ◽  
pp. 116-122
Author(s):  
Binita Pradhan ◽  
Jenash Acharya ◽  
Eurek Ranjit ◽  
Meera Bista ◽  
Sanjaya Mani Dixit ◽  
...  
Keyword(s):  
Medical Education ◽  
Teacher Training ◽  
Medical Council ◽  
Education Department ◽  
Medical College ◽  
Medical Education Department ◽  
Medical Colleges

Background: When the Nepal Medical Council Act was enacted in 1964 it was accepted that it would be responsible for the regulation of Medical Education in Nepal. Subsequently followed the establishments of medical colleges of which Kathmandu Medical College is one.Present Status: Kathmandu Medical College started the MBBS program back in 1997 and has since then developed over the years. The development of medical education at Kathmandu Medical College ensued subsequently with the formation of Medical Education Unit Teacher Training Cell on June 2001. First batch of teacher’s training was held on February 2003 and since then the Medical Education Department has remained active. It was in the year 2014 that Medical Education Department was strengthened further and different committees and sub-committees were formed to develop the standard of medical education to new heights.Conclusion: The medical education has developed over the years as has been recorded in this paper. There are shortcomings to be corrected. For medical education to develop further, specific steps need to be carried out in future years to meet the challenges of international accreditation.

Investigating Faculty Members' Beliefs about Distance Education

2015 ◽  
Vol 13 (1) ◽  
pp. 48-69
Author(s):  
Naifa Eid Saleem ◽  
Mohammed Nasser Al-Suqri
Keyword(s):  
Distance Education ◽  
Teaching Experience ◽  
Faculty Members ◽  
Academic Rank ◽  
Female Faculty ◽  
Sultanate Of Oman ◽  
Learning And Teaching ◽  
Significant Difference ◽  
Positive Statements ◽  
Negative Statements

This research paper aims to investigate the beliefs (perceptions) about distance education(DE) held by the faculty members of Sultan Qaboos Uuniversity (SQU) at the Sultanate of Oman as well as the differences between their beliefs (perceptions) with regards to gender, teaching experience, college academic rank, nationality, etc. This study used a questionnaire as a method of data collection. Findings of the study indicated statistically significant difference in terms of gender. Results show that female faculty members hold positive beliefs (perceptions) about the use of DE in learning and teaching whereas compared to their male colleagues. With regards to nationality, the study found statistically slight differences, wherein the Omani faculty members yielded higher scores on the positive statements and lower at the negative statements.

scholarly journals Inquiry survey regarding awareness of the faculty members about curriculum

2018 ◽  
Vol 8 (2) ◽  
pp. 1-5
Author(s):  
Rano Mal Piryani ◽  
Suneel Piryani ◽  
Gopendra Prasad Deo
Keyword(s):  
Health Professionals ◽  
Faculty Members ◽  
Research Center ◽  
Training Workshop ◽  
Medical College ◽  
Teachers Training ◽  
Medical Colleges

Introduction: The main objectives of this inquiry survey were to get information from the participants of 4th, 5th & 6th teachers training workshop about the types of curriculum implemented in medical colleges in Nepal and whether they possess the copy of curriculum and study it. Methods: Inquiry survey regarding awareness of the faculty members about curriculum was done during 4th, 5th & 6th teachers training workshop held in February 27–March 3, 2016, September 5–10, 2016, and March 25- 30, 2017 respectively at Health Professionals’ Education and Research Center, Chitwan Medical College, Bharatpur, Nepal. Questionnaire was developed and piloted in 3rd teachers training workshop held in July 26–31, 2015 and subsequently used in 4th,5th & 6th workshop for inquiry survey. Results: Around 20% participants didn’t respond to question 1 (What types of curriculum is being implemented in medical colleges in Nepal?) and 2 (whether they possess the copy of curriculum and study it?), while around 11% and 18% had no idea on question 1 & 2 respectively. Response of around 20% participants on question 1 & 2 was acceptable while response of around 48% and 42% participants on question 1 & 2 respectively was vague. Two of 45 participants possessed the copy of curriculum while seven of 43 participants seen the curriculum. All participants agreed to have copy of curriculum and understand it. Conclusion: Majority of the participants didn’t aware of the curriculum, so authors recommended to management to provide copy of curriculum to faculty members and students too.

scholarly journals Reflective Practices in Teaching: A Study on Faculties of Royal University of Bhutan Colleges

2021 ◽  
pp. 50-63
Author(s):  
Kinga Wangpo ◽  
Sonam Wangmo ◽  
Kalpak Chaudhuri ◽  
Yeshi Pelden
Keyword(s):  
Teaching Experience ◽  
Training And Development ◽  
T Test ◽  
Faculty Members ◽  
Reflective Practices ◽  
Descriptive Research ◽  
Years Of Teaching Experience ◽  
Personal Experiences ◽  
One Year ◽  
Teaching Pedagogies

Aims: Reflective practice refers to teachers' conscious efforts to question their daily activities in the classroom to help them learn and develop professionally. The purpose of this study was to determine the level of reflective practices among Royal University of Bhutan (RUB) faculty members, as well as if these activities differed according to demographic characteristics of the respondents. The study's theoretical framework is the four reflective lenses of Brookfield, namely: student's eye, colleague's eye, Research and theory, and personal experiences/ autobiographies. Study Design: A descriptive research design with a quantitative approach was used in this study. Place and Duration of Study: The study was conducted in Bhutan for a period of one year (2020-2021) Methodology: A total of 186 faculty members from the colleges of the Royal University of Bhutan participated in the study using an online structured questionnaire through Google Form. Descriptive statistics, a one-sample t-test, One-way ANOVA, and an independent sample t-test were used to evaluate and present the findings. Results: The findings revealed that Royal University of Bhutan colleges' faculty members engage in reflective practices, with student feedback being the most widely utilized strategy for reflection among the four lenses, and peer feedback being the least used technique. The results also showed that there were no differences in educators' reflective practices depending on gender, the number of years of teaching experience, or training attended during in-service years. Conclusion: The study's main recommendations are to promote peer help in enabling classroom reflection and to provide faculty members with training and development opportunities in various teaching pedagogies.

Predictors of Job Satisfaction among Academics at an Iranian University

2009 ◽  
Vol 104 (2) ◽  
pp. 633-644 ◽  
Author(s):  
Kiumars Zarafshani ◽  
Amir Hossein Alibaygi
Keyword(s):  
Job Satisfaction ◽  
Social Service ◽  
Teaching Experience ◽  
Job Security ◽  
Faculty Members ◽  
Minnesota Satisfaction Questionnaire ◽  
Research Activities ◽  
Years Of Teaching Experience ◽  
Service Activity ◽  
Overall Job Satisfaction

The overall job satisfaction of 128 faculty of Razi University in Iran was investigated using a modified version of the Minnesota Satisfaction Questionnaire to elicit information in this stratified random sample. Faculty members were most satisfied with intrinsic aspects of the work such as “social service,” “activity,” and “ability utilization” and less satisfied with extrinsic aspects of work such as “security,” “university policies,” and “compensation.” Publication counts and years of teaching experience contributed significantly to the prediction of overall job satisfaction among these faculty members. Intervention efforts must involve socializing faculty in the early stages of their careers, encouraging them to engage in research activities and write for reputable journals, while providing compensation and job security.

The Relationship Between Faculty Members' Perception of Emotional Blackmail and their Organizational Trust in Jordanian Universities

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Aieman A. Al-Omari ◽  
Zohair H. Al-Zoubi ◽  
Ahmad M. Mahasneh
Keyword(s):  
Random Sample ◽  
Negative Correlation ◽  
Organizational Trust ◽  
Teaching Experience ◽  
Faculty Members ◽  
Academic Rank ◽  
Teaching Experiences ◽  
Correlational Design ◽  
Medium Level ◽  
The Relationship

Purpose - this study aimed to determine the faculty members' perception of emotional blackmail (EB) and relationship to organizational trust (OT) in Jordanian Universities.Research Methodology - A quantitative approach used a correlational design with a convenience a random sample of a total of 289 faculty members in public Jordanian universities. EB Scale with three subscales; fear, obligation and guilt, with 25 items, and OT with a total of 12 items used in this study.Findings - the results revealed that participants perceived EB and OT at medium level. No significant differences in EB level according to participants' gender and college. There are significant differences in EB level according to teaching experiences in favour to less five years, 5-10 years, and more than 20 years. There are significant differences in EB level according to academic rank variables in favour to associate and assistant professors.  No significant differences in OT level perceived according to participants' gender, college and teaching experience, while there are significant differences in OT level perceived according to participants' academic rank in favour to associate, assistant, and tutor. There is a negative correlation between EB, and OT perceive by faculty members.Practical implications - the researchers recommended that the Jordanian universities should pay attention to the (EB) and (OT) in their universities.Originality/ Value - This study is important for several reasons. EB influences the OT at any given organization, specifically universities. The findings of this study will contribute to the knowledge of EB and OT, revealing strategies that will help leaders establish organizational trust among faculty members.

scholarly journals EMOTIONAL INTELLIGENCE AND JOB SATISFACTION AMONG MEDICAL TEACHING FACULTY

2021 ◽  
Vol 71 (2) ◽  
pp. 706-10
Author(s):  
Uzma Bano ◽  
Anis Ahmed ◽  
Shahid Aziz ◽  
Noreen Tassadaq ◽  
Omar Ahsan ◽  
...  
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Significant Positive Correlation ◽  
Teaching Experience ◽  
Faculty Members ◽  
Short Version ◽  
Positive Correlation ◽  
Medical College ◽  
Teaching Faculty ◽  
The Mean

Objective: To measure the correlation between emotional intelligence (EI) and job satisfaction (JS) among teaching faculty of Foundation University Medical College. Study Design: Cross-sectional study. Place and Duration of Study: Study was carried out at Foundation University Medical College (FUMC), Islamabad, from Mar to Apr 2021. Methodology: Participants were recruited through survey sampling using “Google Forms.”Faculty members with a total teaching experience of more than 05 years in FUMC were included in the study. EI was measured using Wong and Law Emotional Intelligence scale- Short version (WLEIS), while JS was measured using Brayfield and Rothes scale on a 5-point Likert scale. Data was entered and analyzed using SPSS version 17. The WLEIS score was correlated to the JS score using Pearson r correlation. Results: Total 89 faculty members had a teaching experience of more than 5 years. Survey had a response rate of 76.4%. Study included 68 faculty members; 26 (38.2%) were from basic sciences and 42 (61.8%) were from clinical sciences. The mean EI score was 3.22 ± 0.70; and the mean JS satisfaction score was 3.05 ± 0.86. All facets of emotional intelligence as well as overall emotional intelligence scores showed significant positive correlation with job satisfaction scores; which were statistically significant; p<0.05. Conclusion: There was a statistically significant positive correlation between all components of emotional intelligence and job satisfaction. Hence, it is important for the medical colleges to concentrate on those practices that promote emotional intelligence among their teaching faculty.

“What I advise you to do is…”

2021 ◽  
Author(s):  
Dina Abdel Salam El-Dakhs ◽  
Mervat M. Ahmed
Keyword(s):  
Social Dominance ◽  
Speech Act ◽  
Teaching Experience ◽  
Private University ◽  
Major Influence ◽  
Academic Rank ◽  
Game Model ◽  
University Teachers ◽  
Years Of Teaching Experience ◽  
Advising Preferences

Abstract The current study aims to examine the realization of the speech act of advising among Egyptian university teachers. To this end, 50 Egyptian university teachers at a private university completed eight role-plays in which they gave solicited advice to their fellow teachers. The role-plays were recorded and later transcribed. The data were coded for the advising strategies as well as the initiators and internal/external modifiers. The results showed the participants’ preference for the use of direct advising. The results also showed a minimal influence for the advisor’s gender and years of teaching experience on the participants’ advising preferences. A major influence, however, was observed for the variable of social dominance as represented in the advisee’s academic rank. The results are interpreted in terms of the Mixed Game Model and earlier studies on the speech act of advising.

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