ArticleBMC medical education2020
Preferred teaching styles of medical faculty: an international multi-center study.
Article in BMC medical education, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
15 citing papers in PubMed.
- Peer assessment and feedback for effective lecturing in basic medical sciences-a mixed method study.BMC medical education · 2026Article
- The correlation between critical thinking tendency and the teaching style employed by faculty members at Shiraz University of Medical Sciences.Journal of education and health promotion · 2026Article
- Evaluating the Impact of Role Models on Medical Learners: A Multi-Generational Analysis.Advances in medical education and practice · 2026Article
- Enhancing medical students' diagnostic accuracy of infectious keratitis with AI-generated images.BMC medical education · 2025Article
- Impact of pharmacology perception and learning strategies on academic achievement in undergraduate pharmacy students.Scientific reports · 2025Article
- Virtual Versus Traditional Learning: A Comparison of Dental Students' Perception and Satisfaction.Dentistry journal · 2024Article
- Natural Semantic Networks: The Concept of Mistreatment and Good Treatment in Students of Health Careers.Behavioral sciences (Basel, Switzerland) · 2024Article
- Development, implementation, and evaluation of an undergraduate family medicine program in the United Arab Emirates.BMC medical education · 2024Article
- Description of Medical Students' Behavioral, Cognitive, and Psychological Engagement with Faculty Online Teaching Styles.Advances in medical education and practice · 2024Article
- Teaching Style Preferences and Online Teaching Practices of Optometry Teachers During COVID-19: A Preliminary Study.Advances in medical education and practice · 2024Article
- Embedding patient safety in a scaffold of interprofessional education; a qualitative study with thematic analysis.BMC medical education · 2023Article
- Low-cost peer-taught virtual research workshops for medical students in Pakistan: a creative, scalable, and sustainable solution for student research.BMC medical education · 2021Article
- The impact of an online intervention on the medical, dental and health sciences students about interprofessional education; a quasi-experimental study.BMC medical education · 2021Article
- How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students.Frontiers in psychology · 2021Article
- Undergraduates' perceptions of problem-based learning approach to developing skills and attitude at a College of Medicine in the Eastern Province, Saudi Arabia.Journal of family & community medicineArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
10 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundIn the current wave of educational reforms, understanding teaching styles of medical faculty can help modify instructional strategies for effective teaching. Few studies have probed distinctive teaching styles of medical faculty. We compared preferred teaching styles of faculty from seven medical schools in United Arab Emirates, the Netherlands, Saudi Arabia, Malaysia, Pakistan, and Sudan.
methodsThe validated Grasha-Riechmann teaching style inventory was administered online for data collection and used SPSS version 20.0 for statistical analysis.
resultsOf the 460 invitees, 248 responded (response rate; 54%). Delegator teaching style was most common with a highest median and mean of 2.38 and 2.45, respectively. There was a significant correlation between expert and authority teaching styles, correlation coefficient 0.62. Similarly, we found a significant correlation between authority teaching style and nature of curriculum, correlation coefficient 0.30. Multiple regression analysis showed that only authority teaching style and male gender had significant correlation. Interestingly, 117 (47%) teachers disagreed with the teaching philosophy of delivering course contents by strictly following learning outcomes. Female teachers (114/248) were more willing to negotiate with their students regarding how and what to teach in their course, while male teachers tended to allow more autonomy by allowing students to set their learning agenda.
conclusionsThis study showed that the medical teachers preferred delegator teacher style that promotes students' collaboration and peer-to-peer learning. Most teachers are conscious of their teaching styles to motivate students for scientific curiosity. These findings can help medical educators to modify their teaching styles for effective learning.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.