Background: Numerous studies have explored various characteristics of effective teachers, yet efforts persist in identifying the most prevalent attributes. This study aims to compare the perspectives of Iranian medical and non-medical sciences students regarding the characteristics of a good teacher.
Materials and Methods: In this systematic review, a systematic search of online databases (Medline, EMBASE, Scopus, Web of Science, ERIC, and CIVILICA), and Google Scholar search engine was conducted for relevant studies with no time limit up to February 2024. The quality of the information was evaluated using the STROBE checklist.
Results: Finally, 16 related articles were included. The most important characteristics of an effective university teacher were categorized differently for medical and non-medical students. Medical sciences students emphasized three domains: personal characteristics (appearance, communication skills, professional ethics, respect for students), scientific characteristics (scientific mastery, teaching and evaluation skills), and clinical characteristics (clinical skills, counseling, guidance, role modeling). Non-medical students identified three categories of teacher characteristics: cognitive capabilities (scientific ability, creativity, scholarship), emotional capabilities (communication skills, professionalism, justice, positive thinking, student respect), and behavioral capabilities (evaluation skills, adaptability, teaching skills, student encouragement).
Conclusion: Based on the results, the perspectives of medical and non-medical students regarding the characteristics of an effective teacher were largely similar. Both groups emphasized the significance of communication skills, professional ethics, and student-centered approaches, revealing a comprehensive understanding of effective teaching that extends beyond traditional academic performance.