Chesbro, SB, Hoppes, SM; Howard University, Washington, DC, and the University of Oklahoma, Tulsa, OK. schesbro@howard.edu.

PURPOSE: The purposes of this study were to determine the importance placed on fifteen elements of teaching effectiveness as perceived by physical therapy students and faculty, and to identify similarities and differences in students’ and faculty’s views. Understanding students’ attitudes and opinions about elements of teaching effectiveness are important because this information gives the faculty member a view from a students’ perspective. To improve teaching effectiveness it is not only important that faculty assess students’ views, but that they also consider their personal views and identify any bias. SUBJECTS: Physical therapy faculty (n=11) and students (n=69) at a large, public university participated in this study. Student participants were in their first or second year of a three year MPT program. METHODS AND MATERIALS: Faculty and students participated in an on-line survey that listed 15-items of teaching effectiveness. Participants were asked to identify their top five choices from the list based on perceived importance. Responses were forwarded to a database that kept a frequency count of the number of hits each item received. ANALYSIS: A frequency count of the items chosen by participants was rank ordered by percentage of hits to identify those elements of teaching effectiveness considered most important by each group. RESULTS: Three of the top five choices for both students and faculty were the same. Students top five choices were the teacher’s: (1) knowledge of the subject (78.8%), (2) clarity, understandability, and communication skills (69.6%), (3) preparation and organization of the course (62.3%), (4) clinical experience and ability to relate course-material to clinical settings (55.1%), and (5) ability to use a number of teaching techniques (33.3%). The top five choices for faculty were the teacher’s: (1) knowledge of the subject (72.7%), (2) preparation and organization of the course (72.7%), (3) clarity, understandability, and communication skills (54.5%), (4) ability to intellectually challenge and encourage independent thought (54.5%), and (5) sensitivity the class’s understanding and progress (45.5%) and enthusiasm for the subject and/or teaching (45.5%). CONCLUSIONS: Physical therapy students and faculty agree on what they consider the most important aspects of teaching effectiveness. Knowing similarities and differences of opinion can give the faculty information valuable to the teaching-learning transaction. FUNDING SOURCE: None.

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