Assessment of Teaching Performance in UNAM Faculty of Medicine Specialty Programs at Hospital General “Dr. Manuel Gea González”

Abstract

Introduction: Clinicians and researchers are not necessarily good teachers by virtue of their disciplinary expertise. In addition to being an expert in a field, other functions and duties that may be evaluated are needed, among them the teaching competences that show different degrees of performance and that are required to enhance the educational process.

Objective: To assess teaching performance by residents’ opinion at “Dr. Manuel Gea González” Hospital in Mexico City.

Methods: The study population consisted of UNAM Faculty of Medicine residency courses’ in the abovementioned hospital. Variables considered were age, gender, year of residency, and specialty type classified as Medical or Surgical. The anonymous questionnaire to assess teaching performance by residents’ opinion has evidence of validity and reliability; it is composed of 37 items and 5 dimensions with a Likert scale.

Results: Twenty-five teachers from 13 specialties were evaluated by 281 residents who stated that teaching performance is acceptable, with an average of 4.25 for medical courses, and excellent with an average of 4.70 for the surgical courses. The best valued dimension was “Knowledge of the course” with an average of 4.32 in contrast to the “Assessment” dimension with 3.84. It should be noted that the scores of the surgical specialties were statistically higher in 4 of the 5 dimensions as compared to medical ones (ANOVA) with the exception of dimension I corresponding to the “Teacher-resident relation and motivation”.

Conclusions: Teaching performance by residents’ opinion was acceptable. Different degrees of teaching performance ranging from fair to excellent were found. Surgical specialties were rated higher than medical specialties.