Effectiveness of microteaching as a method of developing teaching competence among in-service medical teachers
Introduction: In spite of the fact that microteaching has been
practiced extensively in most universities, its actual efficacy
has not been studied systematically. In this study, there was an
attempt to quantify the efficacy of microteaching in inducing
behavioral change in teachers. We also aimed to determine the
perceived utility and ease of this process in teacher training,
using the feedback received from the participants. This feedback
along with efficacy can collectively predict the effectiveness of
Methods: A prospective experimental study was designed using a
convenient sample of 30 faculty volunteers. After the institutional
ethics committee approval, the videos of pre-microteaching and
post-microteaching sessions from the 30 participants undergoing 5
sessions of microteaching were graded with a seven point teaching
competency scale and the participant’s perceived usefulness and
perceived ease of use was studied using a validated questionnaire.
Paired sample t-test was used to determine the efficacy of the study.
Results: Microteaching showed a statistically significant
improvement among the behavior of the participants after five
sessions of microteaching. All the parameters in the scale showed
a statistically significant improvement. Though the participants
felt that this method was useful, the majority of them felt it is a
very time consuming process requiring resources.
Conclusion: Hence, the overall effectiveness in in-service
teaching process was limited for microteaching in this current
scenario; though microteaching induced positive behaviour
change, it was time consuming and also it was difficult to arrange
a peer group to enrole.
Keywords: Microteaching, Efficacy, Usefulness, Effectiveness, Teacher training
Singh T. Microteaching revisited. Natl Med J India. 2011; 24: 363–4.
Srinivasan M, Li ST, Meyers FJ, Pratt DD, Collins JB, Braddock C, Skeff KM, West DC, Henderson M, Hales RE, Hilty DM. “Teaching as a competency”: Competencies for medical educators. Academic Medicine. 2011; 86(10): 1211-20.
Fortune JC, Cooper JM, Allen DW. The Stanford summer micro-teaching clinic. Journal of Teacher Education. 1967; 18(4): 389-93.
Perlberg A, Peri JN, Weinreb M, Nitzan E, Shimron J. Microteaching and videotape recordings: a new approach to improving teaching. Academic Medicine. 1972; 47(1): 43-50.
Turney C. Micro-Teaching—A Promising Innovation in Teacher Education. Australian Journal of Education. 1970 Jun 1; 14(2):125-41.
Cooper JM. Developing specific teaching skills through micro-teaching. The High School Journal. 1967; 51(2): 80-5.
Amanda G. Mergler & D. Tangen. Using microteaching to enhance teacher efficacy in pre‐service teachers, Teaching Education.2010; 21(2), 199-210, DOI: 10.1080/10476210902998466
Perlberg A. Microteaching. International Review of Education. 1972; 18(1): 547-60.
Allen DW, Eve AW. Microteaching. Theory into practice. 1968; 7(5): 181-5.
Chen Q, Zeng F and Yang Z. Study on the Effects of Multimedia Monitoring System in Medical Teachers’ Microteaching Training. Computer and information science. 2010; 3(2): 241- 243
Burnard P. Using video as a reflective tool in interpersonal skills training. Nurse Education Today. 1991; 11(2):143–146
View Counter: Abstract | 102 | and PDF | 90 |
- There are currently no refbacks.
P ISSN: 2322-2220 E ISSN:2322-3561
Journal Office Address: Education Development Center, 3th floor, Sina Sadra Halls Complex, Neshat Ave., Shiraz, Iran.
Publisher: Shiraz University of Medical Sciences