Characteristics of medical teachers using student-centered teaching methods

Area of Science:

• Medical Education
• Pedagogy in Higher Education

Background:

• Student-centered teaching methods are increasingly emphasized in medical education.
• Understanding factors influencing adoption is crucial for effective implementation.

Purpose of the Study:

• To investigate characteristics of medical teachers who have adopted student-centered teaching methods.
• To identify factors associated with the use of student-centered teaching in medical schools.

Main Methods:

• A questionnaire assessed faculty backgrounds, use of student-centered teaching, and awareness of educational objectives.
• Descriptive statistics and chi-square analysis were used for data analysis.
• The study was conducted at a private medical school in Korea.

Main Results:

• A 70% response rate was achieved (N=140).
• Approximately 25% of faculty reported using student-centered teaching methods.
• Adoption was higher among basic sciences faculty, those with over 10 years of experience, and those aware of school objectives.

Conclusions:

• Medical faculty's practice of student-centered teaching differs by discipline, experience, and understanding of educational goals.
• Findings suggest targeted faculty development and institutional support can promote student-centered approaches.
• Promoting student-centered teaching requires addressing disciplinary and experiential factors.