ArticleBMC medical education2026
Qualities of an effective teacher: a cross-cultural study on the perspectives of students and faculty in two medical programs in Cyprus and Sweden.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundThe introduction of new teaching methodologies and technologies in medical education emphasizes the evolving roles of educators. Teachers are now expected to act as knowledge providers, mentors, assessors, and role models, supporting both the academic and personal development of students. This study explores the perspectives of teachers and medical students from two medical schools in Cyprus and Sweden regarding the characteristics that make teachers engaging and effective in maintaining student interest while effectively imparting knowledge.
methodsA cross-sectional study was conducted using an online questionnaire distributed to medical students and teachers at Örebro University (ORU), Sweden, and the University of Nicosia (UNIC), Cyprus. The questionnaire was developed based on existing literature on teacher characteristics as evaluated by students and teachers at other institutions in other studies. Data were collected anonymously, and statistical analysis was performed.
resultsSurveys of 511 students and 55 teachers at medical schools in Sweden (ORU) and Cyprus (UNIC) compared perceptions of effective lecture delivery and general teacher qualities. Good time management was the only lecture attribute rated extremely important (median 5) by all three groups except ORU teachers, which rated no characteristic with a median of 5; dress code and humour ranked lowest. Subject knowledge and respect for students topped general qualities, with UNIC respondents additionally valuing approachability, cultural competence, passion for teaching, and feedback. ORU participants assigned consistently lower scores than UNIC peers. Gender differences were noted for cultural competence, and punctuality, females ranking these attributes higher. UNIC teachers alone agreed that teachers should entertain while ORU and UNIC students, and ORU teachers were rather neutral.
conclusionThe study results provide valuable insights into cross-cultural perspectives on engaging teaching practices, which can inform faculty development programs at medical schools, enhancing the skills that both students and faculty recognize as important.
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