Anam Pario.
Effect of Microteaching Sessions on Teachers\' Rating by Students in a Public Sector Medical University.
Ann Jinnah Sindh Med Uni Jan ;7(1):25-30.

Objective: To determine the effect of microteaching and students feedback on teachers performance in a Medical University. Methodology: Secondary data analysis was done at Sindh Medical College, a constituent college of Jinnah Sindh Medical University Karachi. Duration was two years from 2015 to 2017. Teachers evaluation was conducted through students feedback for the years 2015 and 2016. Quantitative data was generated by a Highe Education Commission (HEC) designed questionnaire which was circulated among the students of 2nd, 3rd and 4th year MBBS. The average mean score was calculated and teachers who scored below 2 were mandated to attend the microteaching and professional development workshops. The data was analyzed on SPSS version 20. The average mean scores of teachers evaluation of years 2015 pre microteaching and 2016 post microteaching were compared by applying Wilcoxon test and paired "t" test. Improvement in teaching quality among teachers of different genders and designations was observed. Result: The study revealed that teaching quality improved after the microteaching sessions which was reflected in the increased mean scores of students feedback and p-value of 0.0001 was obtained for the faculty of 2nd and 3rd years, while the p-value of 4th year faculty was 0.010. Conclusion: The results indicated that the students feedback is a powerful tool for teachers self-reflection which, combined with professional development programmes and microteaching, can enhance teaching capabilities of an individual. Key words: Students feedback, Teachers evaluation, Teachers effectiveness, Microteaching, Quality Enhancement Cell

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