COMPARISON OF TEACHERS AT A TRADITIONAL AND AN INNOVATIVE MEDICAL-SCHOOL

A 50% random sample (n = 186) of teaching staff at a 'traditional' med ical school and all staff (n = 205) at an 'innovative' school were sur veyed on their attitudes to teaching and teacher training. Response ra tes were 80% and 93% respectively. Staff at both institutions were pre dominantly men, highly experienced and active as teachers. Though only a minority had undergone recent teacher training, some 95% rated thei r teaching as 'average' or 'above average'. High levels of enthusiasm for teaching were detected in both schools. Staff at the 'innovative' school were more positive about the rewards for teaching. There was a common perception that formal training would improve the quality of te aching, though a third would not wish to participate. When developing strategies to enhance the quality of medical teaching, it is important to appreciate the existing attitudes of teachers. This survey indicat es that inflated views of their own teaching ability, a perceived lack of reward for teaching, and ambivalence towards formal teacher traini ng are three problem areas which need to be considered.