ASSESSMENT OF MINI-TEACHING FOR TEACHING COMPETENCIES AMONG FACULTIES OF MEDICAL COLLEGE

Abstract

Background: In India, medical instructors are not required to receive pedagogical technique training. As a result, medical school instruction varies widely in quality. Making qualified medical teachers with enhanced instructional abilities is crucial in the age of competency-based medical education and the rising demands on health professionals by society. It is not favorable to the development of teaching skills to teach in a large classroom setting. The effectiveness of microteaching has not been thoroughly investigated, despite the fact that it has been widely used at the majority of universities. Therefore, the purpose of the study was to evaluate health professionals' mini-teaching abilities. Objectives: To assess the faculty performance in teaching skills and to give feedback based on their assessment. Methodology: It was a cross-sectional study conducted in a medical college. After taking institutional ethical committee clearance and consent from the participants, the study was conducted. The participant’s   confidentiality was maintained. A total of 156 faculty participated in the study. The faculty of pre-para clinical and clinical subjects of all cadres of teachers participated in mini-teaching sessions. Results: A total of 156 faculty participated in the study. The faculty of pre-para clinical and clinical subjects of all cadres of teachers participated in mini-teaching sessions. The significant association was observed between the department-wise & faculty designation related to teaching skills. Conclusion: A faculty development training programme is a need of the hour because we have not undergone any teacher training programme to become teaching faculty at medical colleges.