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J Dent Educ. 72(4): 484-493 2008
© 2008 American Dental Education Association
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Faculty Development

Characteristics of Effective Classroom Teachers as Identified by Students and Professionals: A Qualitative Study

Leila Jahangiri, D.M.D., M.M.Sc.; Thomas W. Mucciolo, B.B.A.

Key words: teaching effectiveness, teacher characteristics, teaching preferences, effective teachers, teaching assessment, qualitative research

Submitted for publication 10/24/07; accepted 01/30/08

This qualitative research study identified criteria for teacher quality preferences as perceived by current and past students. A two-question, open-ended survey asking what qualities learners liked most and least in a teacher/presenter was given to two groups: students (Group A) from medicine, dentistry, and related residency programs; and dentists and physicians (Group B) who had graduated at least three years previously and who attended a minimum of two days of continuing education courses in lecture format each year. A total of 300 subjects provided 2,295 written responses. Descriptive words within the responses were coded and grouped according to similar relationships, resulting in the emergence of twenty-one defined categories that were further refined into three core categories: personality, process, and performance. Results showed that the two groups appear to have different preferences in teacher/presenter characteristics. For Group A (students), the categories of content design, content organization, and content development were at the forefront of their preferences. Group B (professionals) overwhelmingly favored elements of speaker self-confidence and expertise. Both groups highly valued expertise and speaking style. These findings can be used to develop curriculum, enhance faculty members’ teaching skills, and plan continuing education programs.






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