Qualities of an Effective Teacher: Understanding Medical Students’ Perspectives in Undergraduate Medical Education

Abstract

Background: Despite the growing emphasis on student-centered learning in modern medical education, teachers, serving as role models, mentors, guides, and effective communicators, remain essential. Objective: To evaluate undergraduate medical students' perceptions of the essential characteristics of an effective teacher in medical education. Methods: This study conducted a descriptive cross-sectional survey at Liaquat College of Medicine and Dentistry (LCMD) in Karachi, Pakistan, from October 2024 to March 2025. A total of 225 undergraduate medical students took part in the study. Data collection utilized a validated 35-item questionnaire designed to assess the qualities of excellent faculty. The survey used a five-point Likert scale, and the results were grouped into three areas: human qualities, teacher qualities, and physician qualities. Results: First-year students rated all three areas at a moderate level, with scores of 50.2% for physician qualities, 50.8% for teacher qualities, and 56.0% for humanistic qualities. Second-year students gave lower ratings. From third year onward, however, ratings improved significantly. Fourth-year students gave the highest overall ratings, showing a strong preference for human, teacher, and physician qualities, with scores of 71.4%, 69.2%, and 60.8%, respectively. Fifth-year students also gave these areas higher ratings, but slightly lower than fourth-year students. Across all years, human qualities had the highest overall rating at 59.8%, followed by teacher qualities (57.8%) and physician qualities (54.5%). Conclusion: These findings suggest that students' expectations of excellent teachers are evolving throughout medical training, with an increasing emphasis on humanistic and teacher qualities in addition to clinical competence.