Abstract:
The importance of communication by faculty member while teaching undergraduates cannot be overemphasized however its impact upon students in not well known. This study aims to assess medical students’ perception regarding teacher’s contribution in direct communication if interactive learning is to be improved; and to compare responses of phase II (preclinical) and phase III (clinical) medical students. METHODOLOGY: This cross sectional study was conducted from November 2016 to February 2017. Ethical permission was taken from the institutional research board. Investigators developed a questionnaire after a detailed literature review. Pilot study was conducted to increase the clarity of items. Responses were obtained and were analyzed statistically to get the overall medical students’ perception. RESULTS: Overall response rate was 82% (197 of 238). The role of teachers in direct verbal communication to improve learning was largely appreciated by the students. High mean score was found in the area of establishing effective channels of communication with all concerned (X=3.81) that reflect the positive role of teacher in the area of effective communication. Similarly students appreciated the good listening skills (X=3.51), and believe in providing fair chance of participation (X= 3.55). In comparison with Phase II and Phase III students, no significant difference among two groups was reported (t= -2.88, p = > 0.05). CONCLUSIONS: Majority of the students rated the role of faculty members as positive. Their mean perception score was above the average range. As result showed the positive responses of the students on the role of teachers in communication and learning, more emphasis on communication in interactive learning in medicine should be exercised.
