Abstract:
Most medical curricula emphasize the various medical practices and skills, but little relevance is ascribed to the development of teaching knowledge and experience during undergraduate training. Whenever medical professors select strategies to achieve proposed learning objectives, they are applying a known teaching methodology. Medical knowledge and academic degrees alone do not turn highly skilled physicians into competent teachers. More is needed to attain teaching proficiency. Student´s perception of the actual role of faculty members was used to evaluate their teachers´ performance. Students that had completed their introductory surgical training were asked to rate the professors' work. They answered 15 different questions, using a 5-point scale with 0 = “don’t know” and 5 = “always”. Overall teacher performance was considered satisfactory (mean = 3,289, SD = 0.679). However, attention to the development of students' intellectual skills and effective learning was extremely low according to the students´ evaluation. Although most teachers have academic degrees (Master´s or PhDs), their evaluation by students highlighted the need to improve undergraduate teaching methodology.
Key-words:
Faculty, Medical; Students, Medical; Education, Medical; Evaluation; Evaluation Studies
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