Exploring the Characteristics of Parachute Medical Teachers and their Effects on Medical Students’ Attitudes and Performance

Background: The quality of medical education is critically dependent on the effectiveness of teaching staff. While the importance of teacher effectiveness is well-established, there is a paucity of research exploring the specific qualities of medical teachers that could have an impact on students’ attitudes towards their learning process, and by turn on their academic performance. Objectives: This study aims to explore the presence of parachute faculty qualities among medical teachers as perceived by medical students, and to assess the effects of these qualities on students’ attitudes towards learning. The findings are intended to inform strategies for optimizing the deployment and support of medical teachers and inform teacher appraisal and faculty development programs in medical schools. Methods: A cross-sectional descriptive study was conducted from January to March 2025 among medical students from diverse public and private medical colleges in Saudi Arabia. Participants were recruited using convenience and snowball sampling techniques. An online, tailored questionnaire, developed and validated through expert review and pilot testing, was distributed via social media platforms. The questionnaire gathered data on perceived parachute faculty qualities of medical teachers on 5 scales and gathered information about the effect of these qualities on students’ attitudes towards learning. Data was analyzed using descriptive statistics and comparative analyses to identify key perceived qualities and their association with student outcomes. Exploratory factor analysis was performed for construct validation of the questionnaire. Results: A total of 533 medical students participated in the study, with 94.7% from public universities. The internal consistency of the questionnaire scales ranged from acceptable to excellent (Cronbach’s alpha 0.669–0.945). Students generally perceived their teachers as frequently demonstrating parachute faculty qualities, with mean scores exceeding 4 on a 5-point scale across all domains. Significant differences in perceptions were observed across academic years and between genders for most domains, except “commitment to teaching well.” Students consistently reported that teacher qualities substantially affect their attitudes, motivation, engagement, performance, self-confidence, and career choices, with no significant differences across sectors or academic years. Factor analysis identified three main factors: personal qualities of the medical teacher (9 items), scaffolding qualities (22 items), and effects on students’ attitudes towards learning (6 items), accounting for 57% of the overall variance. Conclusion: This study introduces and validates the concept of “parachute faculty” in medical education, representing educators who possess specific qualities that enable students to navigate their educational journey successfully. The three-factor structure provides a refined framework for understanding effective medical teaching that can inform faculty development initiatives, evaluation processes, and institutional policies aimed at enhancing the quality of medical education in Saudi Arabia’s rapidly expanding medical education sector.