Perceptions of Medical Teaching Staff Toward the Twelve Roles of Teachers at Almogtarebeen University: A Cross-Sectional Study

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Harden’s model of the twelve roles for medical teachers offers a comprehensive framework to balance traditional and student-centered approaches. This study examines how faculty members at the Faculty of Medicine, University of Almogtarebeen, perceive and adhere to these roles. Methods A descriptive cross-sectional study was conducted, targeting 50 faculty members. Data were collected using structured, pre-tested questionnaires. Quantitative data analysis was performed using SPSS version 25, and qualitative insights were gathered through open-ended responses. Results Faculty members primarily identified as information providers, emphasizing teacher-centered learning in lectures and clinical settings. Less preference was shown for roles such as facilitator and resource developer. Statistical analysis identified correlations between years of experience and role perception. Barriers included limited institutional support and lack of training in student-centered approaches. Figures and tables illustrate the statistical findings. Conclusions Transitioning from teacher-centered to student-centered roles requires targeted faculty development programs and structural curriculum reforms. medical education teacher perceptions Harden’s model faculty development medical curriculum Background Medical education has undergone a paradigm shift globally, with increased emphasis on student-centered learning, active participation, and competency-based education. Harden’s twelve roles of medical teachers, introduced in 2000, serve as a comprehensive framework for understanding and improving teaching practices in medical schools. These roles span diverse responsibilities, including information provider, facilitator, curriculum developer, and assessor, offering a roadmap for holistic educational development ( 2 ). Despite the model’s relevance, its adoption in developing countries remains inconsistent due to systemic challenges, including limited faculty training and resources. Previous studies, such as those by Almahal et al. ( 5 ), revealed that many medical educators in Sudan view their roles narrowly, focusing predominantly on delivering content while neglecting roles like mentor or role model. Similar trends have been reported in other low-resource settings, underscoring the need for structured interventions to align faculty perceptions with the twelve-role framework ( 3 , 5 ). Research in developed countries highlights the benefits of embracing diverse roles. For example, Harrison et al. ( 8 ) demonstrated that training faculty in formative assessment strategies significantly improved student outcomes. Similarly, Krasne et al. ( 6 ) emphasized the importance of fostering a culture of active learning through role adaptation. These findings underline the potential for transformative change if institutions invest in faculty development programs and curriculum redesign. At the University of Almogtarebeen, faculty perceptions of their roles have not been systematically studied. Understanding these perceptions is critical for designing targeted interventions that address local barriers and promote alignment with global best practices. This study aims to explore how medical educators at this institution perceive and implement the twelve roles, identify gaps, and propose actionable solutions. Methods Study Design This descriptive cross-sectional study employed both quantitative and qualitative methods to explore faculty perceptions. Setting The study was conducted at the Faculty of Medicine, University of Almogtarebeen, a leading medical institution in Sudan with a diverse faculty and student body. Participants The study included 50 full-time faculty members from clinical and basic sciences departments. Inclusion criteria encompassed all academic ranks from lecturer to professor, while part-time faculty were excluded. Data Collection A structured, pre-tested questionnaire comprised sections on demographic information, perceptions of the twelve roles, and barriers to role fulfillment. Open-ended questions were included to capture qualitative insights. The Questionnaire was developed by Harden and Lilley in 2018. This instrument was later adapted into Turkish, and its psychometric properties were evaluated in a study published in the Journal of Basic and Clinical Health Sciences in 2021 ( 5 ). Data Analysis Quantitative data were analyzed using SPSS version 25, with chi-square tests for significance. Figures and tables were created to present demographic distributions, role preferences, and key statistical outcomes. Open-ended responses were thematically analyzed to identify key patterns and recommendations. Ethical Considerations Ethical approval was obtained from the IRB at the University of Al Neelain. Verbal consent was secured from all participants prior to data collection. Results Quantitative Findings: Demographics Out of 50 participants, 58% were male and 42% female (Table 1 ). Faculty distribution across departments included clinical sciences (56%), basic sciences (32%), and community health (12%). Academic ranks comprised lecturers (45%), assistant professors (40%), and senior faculty (15%). Table 1 Demographic Distribution of Faculty Members Category Percentage (%) Category Male 58 Male Female 42 Female Role Preferences Faculty members predominantly identified as information providers, with 82% emphasizing this role in clinical settings and 68% in lectures. Less than 30% recognized roles such as facilitator or resource developer as critical (Table 2 ). Table 2 Role Preferences Among Faculty Members Role Percentage Clinical Setting Lecture-Based Information Provider 82% Yes Yes Facilitator 28% No Limited Resource Developer 25% No Limited Frequency of Role Engagement Among faculty members, 45% reported regularly engaging in information provision, while only 20% actively facilitated student discussions. A majority cited time constraints as a barrier to taking on additional roles such as assessor or curriculum planner (Table 3 ). Table 3 Frequency of Role Engagement Role Regular Engagement Occasional Engagement Rare Engagement Information Provider 45% 30% 25% Facilitator 20% 40% 40% Assessor 25% 35% 40% Barriers to Role Adoption The main barriers identified were time constraints (45%), insufficient training (35%), and lack of institutional support (30%) (Table 4 ). Table 4 Barriers to Role Adoption Barrier Percentage (%) Time Constraints 45 Insufficient Training 35 Lack of Institutional Support 30 Barrier Percentage (%) Qualitative Insights Open-ended responses highlighted the following barriers: Time Constraints : Faculty noted overloaded schedules prevented engagement with diverse teaching roles. Lack of Training : Insufficient training in active learning methodologies hindered adoption of student-centered approaches. Institutional Challenges : Limited administrative support and inadequate resources were frequently cited. Discussion This descriptive cross-sectional institution-based study was conducted at the Faculty of Medicine at the University of Almogtarebeen, and a structured questionnaire was used for data collection. The aim was to study the perceptions of faculty members at the University of Almogtareben toward the twelve roles of the teacher. The current commitment of faculty members to these roles was assessed, and their preferred future personal commitment was evaluated. The male-to-female ratio of staff was 66 − 44%. The medical teacher is not just an instructor or a task master: he or she is a helper and guide who fits into many different roles all at the same time. The twelve roles provided by Harden provide us with an understanding of the modified role of the teacher ( 6 ). The findings align with global studies emphasizing the dominance of traditional teaching roles in medical education. For example, Almahal et al. identified a similar trend in Sudan, where faculty members predominantly adhered to teacher-centered approaches while struggling with formative assessment and active learning practices ( 6 ). These parallels highlight systemic barriers, including time limitations and a lack of awareness about modern educational frameworks ( 7 ). Faculty perceptions reflect broader challenges reported in other studies. Krasne et al. demonstrated that structured faculty development programs effectively bridge gaps in teaching methodologies, enabling educators to adopt roles like facilitator and curriculum planner ( 7 ). Similarly, Harrison et al. found that training in formative assessment could significantly improve teacher effectiveness and student engagement ( 9 ). Addressing these challenges requires multifaceted interventions: 1. Faculty Development Programs : Training workshops focusing on Harden’s twelve roles, particularly student-centered methodologies, are essential. Studies by Konopasek et al. and Krasne et al. highlight the effectiveness of targeted training initiatives ( 7 , 8 ). 2. Curriculum Redesign : Embedding the twelve roles into curriculum planning ensures balanced role distribution among faculty members. Alignment with global frameworks like SPICES further enhances educational outcomes ( 2 ). 3. Institutional Support : Administrative backing, including reduced teaching loads and resource allocation for training, addresses barriers like time constraints ( 3 , 9 ). The qualitative insights also emphasize the importance of cultural shifts in education. As noted by Almahal et al., fostering an environment that values student-centered learning requires advocacy and awareness campaigns targeting both faculty and institutional leaders ( 6 ). Conclusions Faculty members at the University of Almogtarebeen predominantly perceive their roles as information providers. Transitioning to a balanced adoption of Harden’s twelve roles necessitates targeted interventions, including faculty training, resource allocation, and curriculum redesign. These measures will support the institution’s goal of aligning with global best practices in medical education. Abbreviations SPSS Statistical Package for the Social Sciences Declarations Ethics approval and consent to participate This study was conducted in accordance with the ethical principles outlined in the Declaration of Helsinki. Ethical approval was obtained from the University of Al Neelain IRB (NU-IRB-19-10-10-10-10-36) and informed consent to participate was obtained from all participants. Consent for publication Not applicable. Availability of data and materials Data supporting the findings of this study are available upon reasonable request from the corresponding author. Competing interests The authors declare no competing interests. Funding No funding was received for this study. Authors' contributions YAA conceptualized and designed the study, collected and analyzed the data, and drafted the manuscript. DAE &MN provided supervision and critical revisions. Both authors approved the final manuscript: WS &EM data collection, and analysis. Acknowledgements The authors extend gratitude to the Faculty of Medicine at the University of Almogtarebeen for their collaboration and to Dr. Esraa Moatasim for her support. Clinical trial number: not applicable References Al Alwan I, Magzoub ME, Elzubeir M (2012) International Handbook of Medical Education. 1st ed. London Harden RM, Sowden S, Dunn WR (1984) Some Education Strategies in Curriculum Development: The SPICES Model. Med Educ 18:284–297 Lunenberg M, Korthagen F, Swennen A (2007) The Teacher Educator as a Role Model. Teach Teacher Educ 23(5):586–601 Nawabi S, Khan RA, Yasmin R (2015) Teachers’ Perceptions of Their Roles in Medical Colleges. Adv Health Profession Educ 1(1):24–29 Koca B, Ergönül E, Bektaş M, Tengiz F, Gürpınar E, Gözüm S (2021) Questionnaire to Assess a Teacher’s Perception of Their Current Personal Commitment and Preferred Future Commitment to Each of the Eight Roles: Turkish Version. J Basic Clin Health Sci 5(2):162–171. 10.30621/jbachs.920553 Almahal EA, Osman AAA, Tahir ME et al (2023) Fostering formative assessment: Teachers’ perception, practice, and challenges of implementation in Sudanese medical schools. BMC Med Educ 23(247):1–10. 10.1186/s12909-023-04214-3 Krasne S, Wimmers PF, Relan A, Drake TA (2006) Differential effects of two types of formative assessment in predicting performance of first-year medical students. Adv Health Sci Educ 11(2):155–171 Konopasek L, Norcini J, Krupat E (2016) Focusing on the formative: building an assessment system aimed at student growth and development. Acad Med 91(11):1492–1497 Harrison CJ, Konings KD, Schuwirth LWT, van der Wass V (2017) Changing the culture of assessment: the dominance of the summative assessment paradigm. BMC Med Educ 17(1):73 Additional Declarations The authors declare no competing interests. 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Harden\u0026rsquo;s twelve roles of medical teachers, introduced in 2000, serve as a comprehensive framework for understanding and improving teaching practices in medical schools. These roles span diverse responsibilities, including information provider, facilitator, curriculum developer, and assessor, offering a roadmap for holistic educational development (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eDespite the model\u0026rsquo;s relevance, its adoption in developing countries remains inconsistent due to systemic challenges, including limited faculty training and resources. Previous studies, such as those by Almahal et al. (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e), revealed that many medical educators in Sudan view their roles narrowly, focusing predominantly on delivering content while neglecting roles like mentor or role model. Similar trends have been reported in other low-resource settings, underscoring the need for structured interventions to align faculty perceptions with the twelve-role framework (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eResearch in developed countries highlights the benefits of embracing diverse roles. For example, Harrison et al. (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e) demonstrated that training faculty in formative assessment strategies significantly improved student outcomes. Similarly, Krasne et al. (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e) emphasized the importance of fostering a culture of active learning through role adaptation. These findings underline the potential for transformative change if institutions invest in faculty development programs and curriculum redesign.\u003c/p\u003e \u003cp\u003eAt the University of Almogtarebeen, faculty perceptions of their roles have not been systematically studied. Understanding these perceptions is critical for designing targeted interventions that address local barriers and promote alignment with global best practices. This study aims to explore how medical educators at this institution perceive and implement the twelve roles, identify gaps, and propose actionable solutions.\u003c/p\u003e"},{"header":"Methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eStudy Design\u003c/h2\u003e \u003cp\u003eThis descriptive cross-sectional study employed both quantitative and qualitative methods to explore faculty perceptions.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eSetting\u003c/h3\u003e\n\u003cp\u003eThe study was conducted at the Faculty of Medicine, University of Almogtarebeen, a leading medical institution in Sudan with a diverse faculty and student body.\u003c/p\u003e\n\u003ch3\u003eParticipants\u003c/h3\u003e\n\u003cp\u003eThe study included 50 full-time faculty members from clinical and basic sciences departments. Inclusion criteria encompassed all academic ranks from lecturer to professor, while part-time faculty were excluded.\u003c/p\u003e\n\u003ch3\u003eData Collection\u003c/h3\u003e\n\u003cp\u003eA structured, pre-tested questionnaire comprised sections on demographic information, perceptions of the twelve roles, and barriers to role fulfillment. Open-ended questions were included to capture qualitative insights.\u003c/p\u003e \u003cp\u003eThe Questionnaire was developed by Harden and Lilley in 2018. This instrument was later adapted into Turkish, and its psychometric properties were evaluated in a study published in the \u003cem\u003eJournal of Basic and Clinical Health Sciences\u003c/em\u003e in 2021 (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e).\u003c/p\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003eData Analysis\u003c/h2\u003e \u003cp\u003eQuantitative data were analyzed using SPSS version 25, with chi-square tests for significance. Figures and tables were created to present demographic distributions, role preferences, and key statistical outcomes. Open-ended responses were thematically analyzed to identify key patterns and recommendations.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eEthical Considerations\u003c/h2\u003e \u003cp\u003eEthical approval was obtained from the IRB at the University of Al Neelain. Verbal consent was secured from all participants prior to data collection.\u003c/p\u003e\u003c/div\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003eQuantitative Findings:\u003c/h2\u003e \u003cdiv id=\"Sec11\" class=\"Section3\"\u003e \u003ch2\u003eDemographics\u003c/h2\u003e \u003cp\u003eOut of 50 participants, 58% were male and 42% female (Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e). Faculty distribution across departments included clinical sciences (56%), basic sciences (32%), and community health (12%). Academic ranks comprised lecturers (45%), assistant professors (40%), and senior faculty (15%).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDemographic Distribution of Faculty Members\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePercentage (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eRole Preferences\u003c/h2\u003e \u003cp\u003eFaculty members predominantly identified as information providers, with 82% emphasizing this role in clinical settings and 68% in lectures. Less than 30% recognized roles such as facilitator or resource developer as critical (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eRole Preferences Among Faculty Members\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRole\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePercentage\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eClinical Setting\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLecture-Based\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInformation Provider\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e82%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFacilitator\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e28%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLimited\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eResource Developer\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e25%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLimited\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eFrequency of Role Engagement\u003c/h2\u003e \u003cp\u003eAmong faculty members, 45% reported regularly engaging in information provision, while only 20% actively facilitated student discussions. A majority cited time constraints as a barrier to taking on additional roles such as assessor or curriculum planner (Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eFrequency of Role Engagement\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRole\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRegular Engagement\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eOccasional Engagement\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eRare Engagement\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInformation Provider\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e45%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e30%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e25%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFacilitator\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e20%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e40%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e40%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAssessor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e25%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e35%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e40%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eBarriers to Role Adoption\u003c/h2\u003e \u003cp\u003eThe main barriers identified were time constraints (45%), insufficient training (35%), and lack of institutional support (30%) (Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eBarriers to Role Adoption\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBarrier\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePercentage (%)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTime Constraints\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e45\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInsufficient Training\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e35\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLack of Institutional Support\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBarrier\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePercentage (%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eQualitative Insights\u003c/h2\u003e \u003cp\u003eOpen-ended responses highlighted the following barriers:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eTime Constraints\u003c/b\u003e: Faculty noted overloaded schedules prevented engagement with diverse teaching roles.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eLack of Training\u003c/b\u003e: Insufficient training in active learning methodologies hindered adoption of student-centered approaches.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eInstitutional Challenges\u003c/b\u003e: Limited administrative support and inadequate resources were frequently cited.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis descriptive cross-sectional institution-based study was conducted at the Faculty of Medicine at the University of Almogtarebeen, and a structured questionnaire was used for data collection. The aim was to study the perceptions of faculty members at the University of Almogtareben toward the twelve roles of the teacher. The current commitment of faculty members to these roles was assessed, and their preferred future personal commitment was evaluated. The male-to-female ratio of staff was 66\u0026thinsp;\u0026minus;\u0026thinsp;44%.\u003c/p\u003e \u003cp\u003eThe medical teacher is not just an instructor or a task master: he or she is a helper and guide who fits into many different roles all at the same time. The twelve roles provided by Harden provide us with an understanding of the modified role of the teacher (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe findings align with global studies emphasizing the dominance of traditional teaching roles in medical education. For example, Almahal et al. identified a similar trend in Sudan, where faculty members predominantly adhered to teacher-centered approaches while struggling with formative assessment and active learning practices (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e). These parallels highlight systemic barriers, including time limitations and a lack of awareness about modern educational frameworks (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eFaculty perceptions reflect broader challenges reported in other studies. Krasne et al. demonstrated that structured faculty development programs effectively bridge gaps in teaching methodologies, enabling educators to adopt roles like facilitator and curriculum planner (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e). Similarly, Harrison et al. found that training in formative assessment could significantly improve teacher effectiveness and student engagement (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAddressing these challenges requires multifaceted interventions:\u003c/p\u003e \u003cp\u003e1. \u003cb\u003eFaculty Development Programs\u003c/b\u003e: Training workshops focusing on Harden\u0026rsquo;s twelve roles, particularly student-centered methodologies, are essential. Studies by Konopasek et al. and Krasne et al. highlight the effectiveness of targeted training initiatives (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e2. \u003cb\u003eCurriculum Redesign\u003c/b\u003e: Embedding the twelve roles into curriculum planning ensures balanced role distribution among faculty members. Alignment with global frameworks like SPICES further enhances educational outcomes (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e3. \u003cb\u003eInstitutional Support\u003c/b\u003e: Administrative backing, including reduced teaching loads and resource allocation for training, addresses barriers like time constraints (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe qualitative insights also emphasize the importance of cultural shifts in education. As noted by Almahal et al., fostering an environment that values student-centered learning requires advocacy and awareness campaigns targeting both faculty and institutional leaders (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e).\u003c/p\u003e"},{"header":"Conclusions","content":"\u003cp\u003eFaculty members at the University of Almogtarebeen predominantly perceive their roles as information providers. Transitioning to a balanced adoption of Harden\u0026rsquo;s twelve roles necessitates targeted interventions, including faculty training, resource allocation, and curriculum redesign. These measures will support the institution\u0026rsquo;s goal of aligning with global best practices in medical education.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cdiv class=\"DefinitionList\"\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eSPSS\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eStatistical Package for the Social Sciences\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was conducted in accordance with the ethical principles outlined in the Declaration of Helsinki. Ethical approval was obtained from the University of Al Neelain IRB (NU-IRB-19-10-10-10-10-36) and informed consent to participate was obtained from all participants.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eData supporting the findings of this study are available upon reasonable request from the corresponding author.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNo funding was received for this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eYAA conceptualized and designed the study, collected and analyzed the data, and drafted the manuscript. DAE \u0026amp;MN provided supervision and critical revisions. Both authors approved the final manuscript: WS \u0026amp;EM data collection, and analysis.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors extend gratitude to the Faculty of Medicine at the University of Almogtarebeen for their collaboration and to Dr. Esraa Moatasim for her support.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical trial number:\u003c/strong\u003e not applicable\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAl Alwan I, Magzoub ME, Elzubeir M (2012) International Handbook of Medical Education. 1st ed. London\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHarden RM, Sowden S, Dunn WR (1984) Some Education Strategies in Curriculum Development: The SPICES Model. Med Educ 18:284\u0026ndash;297\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLunenberg M, Korthagen F, Swennen A (2007) The Teacher Educator as a Role Model. Teach Teacher Educ 23(5):586\u0026ndash;601\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eNawabi S, Khan RA, Yasmin R (2015) Teachers\u0026rsquo; Perceptions of Their Roles in Medical Colleges. Adv Health Profession Educ 1(1):24\u0026ndash;29\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKoca B, Erg\u0026ouml;n\u0026uuml;l E, Bektaş M, Tengiz F, G\u0026uuml;rpınar E, G\u0026ouml;z\u0026uuml;m S (2021) Questionnaire to Assess a Teacher\u0026rsquo;s Perception of Their Current Personal Commitment and Preferred Future Commitment to Each of the Eight Roles: Turkish Version. J Basic Clin Health Sci 5(2):162\u0026ndash;171. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.30621/jbachs.920553\u003c/span\u003e\u003cspan address=\"10.30621/jbachs.920553\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAlmahal EA, Osman AAA, Tahir ME et al (2023) Fostering formative assessment: Teachers\u0026rsquo; perception, practice, and challenges of implementation in Sudanese medical schools. BMC Med Educ 23(247):1\u0026ndash;10. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1186/s12909-023-04214-3\u003c/span\u003e\u003cspan address=\"10.1186/s12909-023-04214-3\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKrasne S, Wimmers PF, Relan A, Drake TA (2006) Differential effects of two types of formative assessment in predicting performance of first-year medical students. Adv Health Sci Educ 11(2):155\u0026ndash;171\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKonopasek L, Norcini J, Krupat E (2016) Focusing on the formative: building an assessment system aimed at student growth and development. Acad Med 91(11):1492\u0026ndash;1497\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHarrison CJ, Konings KD, Schuwirth LWT, van der Wass V (2017) Changing the culture of assessment: the dominance of the summative assessment paradigm. BMC Med Educ 17(1):73\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"medical education, teacher perceptions, Harden’s model, faculty development, medical curriculum","lastPublishedDoi":"10.21203/rs.3.rs-5917729/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5917729/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eFaculty perceptions of their roles significantly influence educational outcomes. Harden\u0026rsquo;s model of the twelve roles for medical teachers offers a comprehensive framework to balance traditional and student-centered approaches. This study examines how faculty members at the Faculty of Medicine, University of Almogtarebeen, perceive and adhere to these roles.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eA descriptive cross-sectional study was conducted, targeting 50 faculty members. Data were collected using structured, pre-tested questionnaires. Quantitative data analysis was performed using SPSS version 25, and qualitative insights were gathered through open-ended responses.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eFaculty members primarily identified as information providers, emphasizing teacher-centered learning in lectures and clinical settings. Less preference was shown for roles such as facilitator and resource developer. Statistical analysis identified correlations between years of experience and role perception. Barriers included limited institutional support and lack of training in student-centered approaches. Figures and tables illustrate the statistical findings.\u003c/p\u003e\u003ch2\u003eConclusions\u003c/h2\u003e \u003cp\u003eTransitioning from teacher-centered to student-centered roles requires targeted faculty development programs and structural curriculum reforms.\u003c/p\u003e","manuscriptTitle":"Perceptions of Medical Teaching Staff Toward the Twelve Roles of Teachers at Almogtarebeen University: A Cross-Sectional Study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-01-29 12:06:28","doi":"10.21203/rs.3.rs-5917729/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"45d8a572-2f9d-4b20-abdd-a0eac0ed4b2a","owner":[],"postedDate":"January 29th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-01-29T12:06:28+00:00","versionOfRecord":[],"versionCreatedAt":"2025-01-29 12:06:28","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5917729","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5917729","identity":"rs-5917729","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}