THE SELECTED TEACHERS’ COMPETENCE AND A SENSE OF PROFESSIONAL IDENTITY AMONG MEDICAL STUDENTS

Abstract

The didactic competences and interpersonal skills of an academic teacher might have an influence on shaping the vision of a professional role among students. The proper relationship between an academic teacher and a student stimulate academic development. This phenomenon is particularly important in the medical professions and is associated with specific knowledge and skills gained in the learning process. The aim of the project was to analyze the relationship between selected didactic competences and interpersonal skills of an academic teacher and the degree of students' identification with their future medical profession. 85 students of Warsaw Medical University aged 18-25 took part in the study. The mean age of participants was 21 years. All participants were medical course students. The research was questionnaire-based. The research tools applied enabled the evaluation of the degree of students' identification with their work in a chosen medical profession, as well as academic teachers' qualities that influence forming one's professional identity. Statistical analysis was conducted using SPSS Statistic 17.0 software.  Correlation analysis - Spearman's Correlation Coefficients and linear regression were used. The level of identification with a medical profession among students was graded as high or very high. The statistical analysis has shown a significant relationship between the identification with students’ future medical profession and the selected methodical and didactic competences as well as the substantive competences of an academic teacher. According to students, among the most important academic teachers’ personality traits were being ambitious, demanding and just.