Self-assessment of integral clinical training teachers on their teaching performance

Abstract

Introduction: Given the needs of today’s society, it is undeniable that in order to improve the quality of education, critical reflection on teacher performance is indispensable.
Objective: To describe the self-assessment of their teaching performance made by integral clinical teachers.

Method: A quantitative descriptive, retrospective and cross-sectional study in which 381 teachers from the four clinical cycle levels of the medicine/surgery degree consented to complete a teacher self-assessment scale.

Results: Statistically significant differences were observed on comparing the cycle levels, with level iv teachers evaluating themselves better. Techniques in teaching at all levels are lowest evaluated. No statistically significant differences were found by gender, although male teachers evaluated themselves better. With regard to seniority statistically significant differences were also found, those between 20 and 30 years old teacher, were evaluated with a lower rating.

Conclusions: As regards their teaching performance, integral clinical teachers recognise the need to diversify the use of teaching techniques, and consider that they are based on clinical activities, and are committed to teaching.