This document analyzes the attitudes of medical students at Hawler Medical University towards teaching and specialty choice, revealing that general surgery is the most preferred specialty. A significant portion of students (53.1%) expressed interest in teaching, motivated by enjoyment and engagement with students, while factors deterring others include disinterest in the job and being a physician. Recommendations include fostering relationships between students and academic doctors and implementing workshops to enhance teaching interest.

1. ATTITUDE OF MEDICAL STUDENTS
TOWARD TEACHING
Hawler Medical University
College of Medicine
Department: community

2. Prepared by:
Tanya Muhammad
Hawar Jarjees
Hedi Hameed
Hawreen Muhammad
Sanaa Fouad
Maryam Abdulwahid
Supervised by:
Dr. Ali Shakir Dauod
(JBFM, PhD,MPH, MB.ChB)

3. Contents:
•Introduction
•objectives
•Subjects and method
•Results
•Discussion.
•Conclusion& recommendation
•Questions

4. •Choosing a specialty is a difficult decision for medical
students
•There are many Incentives and factors that come together in
different ways to result in the final decision
Concepts in choosing a specialty

5. .
Academic medicine
• Is the branch of medicine followed by doctor who are
engaged in a variety of scholarly activities.
• There exists many dangerous possibilities for its expected
future due to lack of leadership and innovation.

6. Teaching
• Is the logical and strategic acts denoting interaction
between the teacher and the students.
• Teaching involves imparting verifiable facts and beliefs.

7. Objectives:
1. To find the most preferred specialty
2. To determine the level of interest of the students
regarding teaching in the future
3. To find factors that improve attitude of students
toward academic medicine.

8. Subjects and method
• Is a cross-sectional study .
• carried out at college of medicine/ HMU.
•It has been conducted from April to May 2013.
• Study population= 4th
stage students.
•The responding rate= 76.3 % (113 out of 148)

9. Questionnaire
• Mainly designed to assess the most preferred
specialty and attitude toward teaching.
• It was self administered and have been filled within 3
weeks period.
• Anonymity and confidentiality were preserved.

10. Composed of 3 main sections:
1. Socio demographic information
2. Choosing the preferred specialty and interest in teaching
with giving reasons.
3. Determinant of factors improving interest in teaching
among students.

12. The percentage of the most interested
specialties among students

13. The percentage of preference of teaching among
students

14. The preferred way of teaching

15. Typical reasons for teaching as a profession
Were:
1. Interest in this job
2. Preference of dealing with students and interest in
their development.
3. Being better than other specialties.
4. No interest in dealing with patients.
5. Good income.

16. Typical reasons for teaching temporarily were:
1. For improvement of a special field.
2. For valuable experience.
3. Stepping to other social services.

17. Percentage of typical reasons for teaching dislike

18. Distribution of Perceived Factors to Improve the
Interest of College Students' toward teaching

19. Interpretation of findings:
• The most preferred specialty is general surgeon
followed by internist and radiologist.
• Many students are undecided!
• Teaching is welcomed by (53.1%) of students!
• The reasons behind interest in teaching ?

20. • Why nearly half of students have no interest in
this field?
• The most common perceived factor to improve
teaching preference according to students.
• Comparison to other studies regarding:
1. the most preferred specialty.
2. level of interest in teaching.

21. Conclusion
1)General surgery is the most preferred specialty.
2) High interest in teaching among 4th
stage students.
3) Enjoying the work and dealing with the young are the main
reasons for teaching
4) Disliking the job and being a physician were reasons not to
teach
5) Improve interest among students.

22. Recommendations
Further attempts for promoting and increasing
awareness among students;
 building an effective relationship between students and
academic doctors
 beside the curriculum, training with workshops and
seminars…
 longitudinal studies for evaluating effectiveness of
student center learning