Exploring Dimensions and Factors Affecting Medical Faculties’ Teaching Competency: A Qualitative Study

Background: Many studies have revealed a significant relationship between students’ learning and teachers’ teaching competencies; however, other studies explore that teaching competency dimensions are confusing. The purpose of this study is to explore dimensions and factors affecting the medical faculties’ teaching competencies based on the experience of faculties at Tehran University of Medical Science. Methods: We conduct a qualitative content analysis study using grounded theory data analysis recommended by Corbin and Strauss 2008. Purposeful sampling was used to select the participants. Participants were 15 basic and clinical medical faculties from Tehran University of Medical Sciences. Data were collected through semi-structured interview and demographic information.  Results: Based on experiences of participants, factors affecting medical faculties’ teaching competencies fit in four categories: “expertise in medical knowledge”, “establishing an interactive learning environment” “teaching technical ability” and “personality characteristics.” Each category will have its subcategories. Conclusion: The results showed that from the viewpoint of faculty members teaching competency included having the highest degree of scientific knowledge, developing an interactive learning environment, and having the technical ability for knowledge delivery and some personality characteristics. Moreover, findings have shown that the faculty members pay less attention to curriculum development in the teaching process. Combining these dimensions with learning theories may be useful in the effectiveness of faculty members’ teaching in Iranian context.