The effect of teaching without pedagogical training in St. Paul’s Hospital Millennium Medical College, Addis Ababa, Ethiopia

Figures & data

Table 1 Study participants’ sociodemographic characteristics

Participant ID	Lecturer type		Age (years)	Gender	Highest degree earned	Years in practice	Time taken for interview (minutes)	Pedagogical training received
Lecturers
200	BS		32	Female	Master’s	4	35	None
201	GY		38	Male	Doctorate	12	36	2 weeks
202	AN		53	Male	Doctorate	25	21	2 days
203	NE		28	Male	Master’s	7	45	1 month
204	SW		25	Female	Master’s	2.5	35	2 weeks
205	DN		29	Female	Doctorate	2	35	2 days
206	EM		35	Male	Master’s	2	35	1 week
207	PD		29	Female	Master’s	7	30	3 days
208	BS		31	Female	Master’s	2	40	1 week
209	PD		28	Female	Master’s	4	35	2 months
210	BS		32	Male	Master’s	12	49	2 years
211	BS		38	Male	Master’s	12	40	None
212	EN		60	Male	Doctorate	23	46	None
213	SU		40	Male	Doctorate	10	50	2 weeks
214	IN		45	Male	Doctorate	10	34	2 weeks
215	OP		54	Female	Doctorate	28	45	2 days
Students
400	OR	26		Male	OR nurse student	0	35	0
401	OR	24		Male	OR nurse	0	25	0
402	ER	25		Female	Emergency nurse	0	25	0
403	ME	28		Female	Orthopedic resident	2	21	0
404	ME	29		Female	Third year medical student	0	20	0
405	ME	25		Female	Third year emergency nurse	0	20	0
406	ME	23		Female	Fifth year intern student	0	18	0

Abbreviations: AN, anesthesiologist; BS, basic science; DN, dentist; EM, emergency doctor; EN, ear, nose, and throat doctor; ER, emergency room student; GY, gynecologist; IN, internist; ME, medical student; NE, neonatal doctor; OP, ophthalmologist; OR, operating room nurse student; PD, pediatric doctor; SU, surgeon; SW, surgical ward doctor.

Figure 1 Pedagogical training levels of respondents in St. Paul’s Hospital Millennium Medical College, May 2017.