From Expert to Facilitator: Unveiling the Teaching Styles of Singapore's Medical Practitioners

IF 1.4 Q4 MEDICINE, RESEARCH & EXPERIMENTAL

Clinical Teacher Pub Date : 2025-02-26 DOI:10.1111/tct.70056

Wai Lun Moy

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引用次数: 0

Abstract

Background

A teaching style is the approach a teacher uses in choosing instructional methods. Grasha's model categorises them as ‘expert’, ‘formal authority’, ‘personal model’, ‘facilitator’ and ‘delegator’. The teaching styles of doctors in Singapore have yet to be studied. In the author's department, teaching is often didactic. This study aimed to explore senior doctors' preferred teaching styles and whether these styles explained the consistent use of didactic approaches.

Methods

A web-based survey using Grasha's Teaching Styles Inventory (TSI) was conducted among senior doctors in the Department of General Medicine at Sengkang General Hospital, Singapore from September 2020 to February 2021. Participants were recruited through convenience sampling. Due to non-normal distribution, TSI scores were analysed using non-parametric tests, while additional demographic data offered insights into factors influencing these preferences.

Findings

Out of 68 senior doctors, 40 responded, showing the strongest preference for ‘facilitator’ teaching style. Female doctors were less likely to adopt ‘expert’, ‘formal authority’ and ‘personal model’ styles than males. Those with formal education training endorsed all teaching styles more than those without, although not all differences were statistically significant. Only 35% of the senior doctors preferred a combination of teaching styles associated with didactic lectures.

Conclusion

The study showed a preference for student-centred teaching styles among senior doctors and highlighted a disparity between actual teaching practices and preferred teaching styles. These findings provide valuable information for instructional designers to enhance their faculty development programmes and call for further investigation into the persistence of didactic lectures in medical education.

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从专家到推动者：揭示新加坡医疗从业者的教学风格

教学风格是教师选择教学方法的方法。Grasha的模型将他们分为“专家”、“正式权威”、“个人模型”、“促进者”和“代理人”。新加坡医生的教学方式还有待研究。在作者所在的系，教学常常是说教式的。本研究旨在探讨资深医生偏好的教学风格，以及这些风格是否解释了教学方法的一致性使用。方法于2020年9月至2021年2月，采用Grasha教学风格量表（TSI）对新加坡圣康综合医院内科高级医师进行网络调查。参与者采用方便抽样方式招募。由于非正态分布，TSI分数使用非参数测试进行分析，而额外的人口统计数据提供了影响这些偏好的因素的见解。在68名资深医生中，有40名医生对“引导者”教学方式表现出最强烈的偏好。女医生比男医生更不可能采用“专家”、“正式权威”和“个人榜样”的风格。接受过正规教育培训的人比没有接受过正规教育培训的人更赞同所有的教学方式，尽管并非所有的差异都有统计学意义。只有35%的高级医生更喜欢教学风格与说教式讲座相结合。结论研究表明，高级医师更倾向于以学生为中心的教学方式，并突出了实际教学实践与首选教学方式之间的差异。这些发现为教学设计师提供了有价值的信息，以加强他们的教师发展计划，并呼吁进一步调查教学讲座在医学教育中的持久性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Clinical Teacher MEDICINE, RESEARCH & EXPERIMENTAL-

CiteScore

2.90

自引率

5.60%

发文量

113

期刊介绍： The Clinical Teacher has been designed with the active, practising clinician in mind. It aims to provide a digest of current research, practice and thinking in medical education presented in a readable, stimulating and practical style. The journal includes sections for reviews of the literature relating to clinical teaching bringing authoritative views on the latest thinking about modern teaching. There are also sections on specific teaching approaches, a digest of the latest research published in Medical Education and other teaching journals, reports of initiatives and advances in thinking and practical teaching from around the world, and expert community and discussion on challenging and controversial issues in today"s clinical education.