Summary:
The author reports a study of medical undergraduate and graduate students perceptions of teaching functions and specific. behaviors. Questionaries containing selected items compiled from special references were used. The results indicate that most respondents give large importance to many types of teaching functions and behaviors. However, there is a meaningful preference for some specific teaching characteristics that are found to be most helpful in facilitating student learning. Such priority set of teaching behaviors reflects five known dimensions of effective teaching and it could be considered as an indicator of teaching effectiveness. Other implications of the results for teacher and student uses are mentioned.