مقالات رزومه لیلا کاظم نژاد ماتک

Clinical education in medicine requires factors such as a hospital education environment, diverse patients, complete physical facilities, and, most importantly, competent professors with excellent educational ability. This study aimed to evaluate the relationship between the characteristics of clinical professors and the level of satisfaction of medical students.Materials & This descriptive-analytical, cross-sectional, and retrospective study is based on the results from the satisfaction forms received from medical students of the Islamic Azad University, Qom, Iran, in 2016-2020 by education development office. A total of 130 clinical faculty and visiting professors of the medical school were examined in these five years, and over 500 students participated in the evaluation of professors during these years. The degree of satisfaction of students at a high level with non-native professors (76.91%) was significantly higher (P<0.05) compared to native professors (5.38%). This satisfaction of specialist professors (76.59%) was significantly higher compared to subspecialist professors (27.68%) (P<0.05). However,  there was no relationship between gender, age, marital status, clinical work experience, type of cooperation with the university, duration of collaboration with the university, and the number of scientific articles registered by the clinical professor with the level of student satisfaction. Although students were more satisfied with non-native professors and the university’s expertise, these professors are recommended to be used in teaching students.

The evaluation of gap in expectations and perceptions of students for increasing educational services is inevitable. The aim of this study is to evaluate this gap in Department of Medical Sciences of Islamic Azad University of Qom.

Analytical descriptive study was performed by sectional method on 286 college students with high grade point average in four fields of study (Medical, Midwifery, Nursing, and Laboratory Sciences) and on 35 professors and educational managers by using standard SERVQUAL questionnaire. The data were analyzed by using descriptive statistics including average and standard deviation, Paired T test or Will-Cookson and independent T test in 5% meaningful level using SPSS-23 software.

Among all college students, expectations average is 4.42 and perceptions average is 3 and the gap between these two is -1.42. There was no meaningful difference in four fields of study (P = 0.817).  The average negative gap in Laboratory Sciences field was more than that in other fields of study and this dissatisfaction was reduced among college students in fields of Medical, Nursing, and Midwifery respectively. This gap is equal to -0.825 for professors and educational managers; and there is a meaningful difference in the gap in expectations and perceptions between professors and students (P<0.05). The negative gap average in considering empathy, tangible, assurance, and guaranteed among students in field of Laboratory Sciences; and in considering responsiveness among students in field of Medical obtained the first ranking.

There was a gap between students’ expectations and perceptions, but it was not meaningful. This gap in Laboratory Sciences major students was more than other 4 majors. Recognition of presented weak and strong points of each major group, enhancing educational services methods, and creating effective communication between students, teachers, school directors, and employees, and using students’ ideas will lead to higher quality plans.