Effectiveness of an ‘abridged course in medical education technology’ based on students’ evaluation of the teachers’ performance

Alexander John, Teena Mary Joy, Nimitha Paul, Sumithra Unni, Suja Gopalakrishnan, G. Anusha


Background: To sustain the standards of quality medical education, the faculty needs to be well trained in the medical education technologies, both traditional and innovative. Students are the real beneficiaries of all training programmes conducted for faculty development and they appreciate good teaching. Their involvement in all possible aspects of teaching and learning will go a long way in achieving the best outcomes. The objective of the study was to assess the effectiveness of an ‘Abridged course in Medical Education Technology’ for entry level teachers based on the students’ evaluation of the (teaching) performance of the teachers.

Methods: An interventional study was carried out amongst 447 students, in which an educational intervention was done and the effectiveness of the ‘Abridged course’ was assessed. Teaching by the teacher trained through the ‘Abridged course’ formed the ‘intervention’ in the study. ‘Evaluation of the teaching performance’ by the students was the outcome studied.

Results: The performance of teacher as assessed by the students had a higher mean score (61.28, SD 9.8) for residents who underwent training in medical education technology, as compared to other residents (56.81, SD 9.2) with a p-value of <0.001.

Conclusions: This study highlights that an abridged course in teaching methodology for entry level medical teachers improves the quality of their teaching.


Medical education technology, Abridged course, Effectiveness, Teachers’ performance

Full Text:



Allen C. In-Service Training of Teachers. Rev Educational Res. 1940;10(3):210.

Vision 2015. 1st edn. Medical Coucil of India (MCI); 2011 Available at: tools/anouncement/MCI booklet.pdf. Accessed on 10 September 2016.

John A, Joy TM, Paul N, Javed R, Sasidharan A, Menon UK. Effectiveness of a Short training in Teaching Methodology for entry level Medical Teachers. Indian J Community Health. 2016;28(3):300-4.

Cox M. Cultural Responsiveness and Motivation in Preparing Teachers. Saarbrucken: Lap Lambert Academic Publishing; 2011: 120-5.

Bland CJ, Froberg DG. A systematic approach to faculty development for family practice faculty. J Fam Pract. 1982;14(3):537-43.

Kirkpatrick D. Evaluating Training Programs. San Francisco: Berrett-Koehler; 1994;27.

Sheets K, Henry R. Evaluation of a faculty development program for Family Physicians. Med Teach. 1988;10(1):75-83.

Johnson D, Zammit-Montbello A. A new faculty training model for countries eveloping academic family medicine programs. Academic Med. 1990;65(5):346-8.

DeWitt T. Developing Community Faculty. Am J Dis Child. 1993;147(1):54.

Pololi L, Clay M, Lipkin M, Hewson M, Kaplan C, Frankel R. Reflections on integrating theories of adult education into a medical school faculty development course. Med Teach. 2001;23(3):276-83.

Gordon G, Levinson W. Attitudes toward learner-centered learning at a faculty development course. Teaching and Learning Med. 1990;2(2):106-9.

Skeff K. Improving clinical teaching evaluation of a national dissemination program. Arch Internal Med. 1992;152(6):1156-61.

Rawer H, Morton A, McCulloch R, Heyes L, Ryan J. Delivering training in teaching skills to hospital doctors. Med Teach. 1997;19(3):209-11.

Nagdeo NV, Chari S. Basic Workshop for Medical Teachers: Effectiveness and Impact. Natl J Intrgrated Res Med. 2014;5(2):107-14.

Steinert Y, Mann K, Centeno A, Dolmas D, Spencer J, Gelula M. et al. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education. Med Teach. 2006;28(6):497-526.