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| Pedagogical Content Knowledge and Instructional Skills of Faculty Members in a selected Medical College |
Evelyn G Sta Cruz, MD, PhD
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Abstract:
This study aimed to investigate the Pedagogical Content Knowledge and Instructional Skills of faculty members in a selected medical college. The respondents were 59 faculty members and 314 medical students. The data were gathered through two (2) researcher-made questionnaires culled from different literatures. The survey questionnaire underwent validation, pilot testing, and reliability testing .This study showed that academic rank was significantly related with the faculty members' PCK. On the other hand, no significant relationship was seen on sex, years of teaching experience, year level taught, and highest educational attainment. With regard to the respondents' instructional skills, sex, years of teaching experience, year level taught, rank, and highest educational attainment had no significant relationship. Similarly, there was no significant difference noted on the faculty members' instructional skills when grouped according to profile. It was likewise noted that as the faculty members' PCK increased so did their instructional skills. Furthermore, significant difference was observed between the faculty members' assessment of their PCK and the students' assessment of the respondents' PCK in the subcomponent of subject matter knowledge and knowledge of pedagogy. Similarly, significant difference was noted on the respondents' assessment of their instructional skills and the students' assessment of the respondents' use of critical thinking skills as instructional skills in the subcomponents of analysis, explanation, evaluation, and induction. The findings of this study suggests that there is a need on the part of the faculty members of the College of Medicine to do their best to meet the expectations of the students in as much as their performance is concerned.
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