جستجوی مقالات مرتبط با کلیدواژه « طرح درس » در نشریات گروه « پزشکی »

Restorative dentistry is an important branch of dentistry and therefore it is very important to train students that have all or the majority of the skills to start practice. The aim of this study was to compare new and old curricula of restorative lessons form the perspective of faculty members of selected Iranian universities.

The perspectives and viewpoints of the faculty members of dentistry schools in the cities of Tehran, Qazvin, Gilan, Shiraz, and Yasuj were collected using a valid and reliable researcher-made questionnaire. A demographic questionnaire was also applied to collect the characteristics of the participants. SPSS was used for data analysis and the Friedman test was administered to explore the strong and weak points.

The results showed a significant correlation between the new and the old curriculum (p<0.0014). The new curriculum had advantages like proceeding with and completing treatment stages according to a treatment plan and familiarization with dentists profession regulation in comprehensive dentistry course. The weak point of the new curriculum was introducing the topic of bonding in advanced theoretical remedial lessons, which seems to be early for students.

It seems that revising and modifying educational activities and content, including the curriculum of restorative lesson, are necessary in light of recent advances in dentistry. Therefore, curriculum studies may be helpful in this regard.

The lesson plan is one of effective and key factors in the process of education. The main purpose of the lesson plan design is to facilitate the learning of learners through the establishment of an appropriate communication platform. The purpose of this study was to evaluate the lesson plans offered by faculty members of Lorestan University of Medical Sciences during the academic year 2015-2016. In this descriptive cross-sectional study, 134 lesson plans provided by faculty members of Lorestan University of Medical Sciences during the first and second semesters of 2015-2016. Data collection was done using a checklist that included 13 domains. Descriptive statistics were used to analyze the data. The most common weaknesses related to learning assist tools (85.6%), duties and assignments of students (64.9%), and general goals (39.6%). Also, the most important disadvantages were the planning areas for preparing students before the beginning of the class (62%), training and classification (45.6%), syllabus and behavioral goals (33.6%). The introduction of resources domains (64.9%), general information (43.3%), and policies and rules of the class (43.3%) had the highest score and the best situation in the lesson plans. According to the results, the content and writing of the lesson plans provided by the faculty members of Lorestan University of Medical Sciences were acceptable. Arranging training courses and drafting standard forms is suggested for better designing of the lesson plan among the faculty members

The compilation and implementation of the lesson plan is one of the most important teachers’ activities to achieve effective and high quality teaching. This study was conducted to determine the extent of implementation of lesson plans of specific courses of nursing and midwifery in Qazvin university of medical sciences.
In this descriptive cross-sectional study 16 specialized courses of undergraduate students of nursing (10 courses) and midwifery (6 courses) were studied in second semester2015-2016. The loaded lesson plans during the last two weeks of the semester were given to the students as a compact disc, they were asked to reply via a checklist using a 5-point Likert scale about “how much the lesson plans have been implemented”. They specified the degree of implementation of the lesson plans as complete, high, medium, low and non-conforming. Data analysis was performed using Mann-Whitney, Chi-squared and Spearman correlation coefficients at a significant level of 0.05 through SPSS.
Findings: 149 students completed the check list (69.8% nursing,30.2% midwifery). The majority of students stated that the content of the courses run by the teacher was in full (79.2%) and high (16.8%) conformation, and none of the students pointed out to the inconsistency. The implementation of the lesson plans among nursing and midwifery was significantly different regarding to content presented (P = 0.02), use of teaching aids, interaction between the teacher and the student, the requested assignments and assessment methods (P≤0.001). There was no significant differences between two groups according to the teaching strategies,also beginning and termination of the course.
The almost perfect implementation of the announced lessons plans shows the strength of the two educational groups in Qazvin nursing & midwifery school. Regarding to this cross-sectional study and reviewing only specific courses, it is necessary to conduct such studies at the end of each academic year for all courses. It might be beneficial to improve quality of educational programs.

The lesson plan is one of the effective factors in the educational process. The main purpose of the lesson design is to facilitate learner learning. The present study aims to provide comprehensive information for use in medical science education. Using structured review criteria, this study examines the status of the design of the lesson plan and existing barriers. Using the keywords of the lesson plan, course design, teaching quality, effective teaching, curriculum, and medical science, the search for relevant articles was done in the databases.Databases are Science Direct, Irandoc, Google Scholar, Pudmed, SID, Scopus, Web of Science, Iranmedex, Magiran. Using the process of structured studies, using the process of structured studies, data was studied. In this study, the lesson plan was examined from various aspects.
The results showed that more than half of the lessons were in a moderate condition. Most of the weaknesses were related to minor goals and behavioral goals, assessment methods, teaching aid and how to use it. The presentation of the lesson plan in the classroom was not in desirable condition, most faculty members agreed to formulate the lesson plan before the start of the training, but the high workload, the constraints of facilities and training facilities, and the high number of students prevented the preparation of the course. The lesson plans were based on the curriculum, and the classroom teachers were guided by the lesson plan. Considering the necessity and importance of developing lesson plans in improving the quality of student's education, holding workshops on teachers can provide their knowledge and attitudes for the formulation and implementation of lesson plans.

Teaching method and developing lesson plans are imperative in quality of education, hence to motivate teachers to develop lesson plans can be effective in improving the quality of medical education. This research aimed to gauge the opinions of faculty members at Qom medical university about Lesson Plan based on using ASSURE model in 2015. This conducted research was a descriptive-analytical cross sectional study. The population was consisted of all faculty members of Qom University of Medical Sciences, but the participants were entered into the study by census method; then a questionnaire in two parts including demographic characteristics and attitude questions consisting of 14 questions was distributed. Eventually, the data were analyzed by using SPSS software version 16th and by Independent T tests, and ANOVA at the significant level of less than 0.05; and the mean of total score of whole attitudes obtained from faculty members participating in the study were estimated 33.9±7.59. Results showed that the mean score of attitude towards lesson plans was significantly different between the two clinical and basic sciences of educational group (P-value=0.01). Also the mean score of attitude among the people participated in the workshop lesson plan was significantly more than those who had not participated in the workshop lesson plan (P-value=0.04). The results of this study showed that university teachers were not in proper conditions in terms of attitudes towards lesson plan according to ASSURE model, therefore, the importance of careful and effort planning for the improvement of this issue should be considered.

Lesson plan is one of the key factors in teaching – learning process. In fact, lesson plan is the main fundamental of education and the central to the teaching. Hence, a content analysis of the lesson plans was conducted by faculty members of North Khorasan University of Medical Sciences (NKUMS). In this cross - sectional study, 72 lesson plans developed by NKUMS faculty members at the second semester in 2011-2012 were analyzed, and the data were collected by the researcher-made checklist included 12 effective items of lesson plan; afterwards, data were analyzed through descriptive test using SPSS software, version 16. Among three schools studied, health school’ lesson plans (81%) were more favorable situation. In total, general information defined (98%) and goals defined gained the highest scores among the components evaluated, whereas Scheduling classes based on curriculum (35%) and writing in format of lesson plan approved (44%) gained the lowest score. Based on the research findings, the quality of content and writing lesson plans presented by NKUMS faculty members was acceptable. As we observed weaknesses and defects, therefore, it can be recommended that the Education Development Center (EDC) prioritize the developing and implementation of the purposeful planning about evaluating of lesson plans annually.

Lesson plan is one of the most effective means of teaching - learning process، and it''s also one of the undeniable ways to improve the quality of education. Through lesson plan، teachers correctly present concepts and materials in the class; and students، subsequently، would better understand these concepts. This study aimed to assess the quality of lesson plan among faculty members at Ahvaz Jundishapur University of Medical sciences in 2013. In this cross-sectional study، 81 lesson plans provided on the college website were evaluated. The data was collected using self-made checklist used in previous research، and was analyzed in descriptive statistics level with SPSS software version 13; in general، 19. 8% of lesson plans were ranked in weak، 8. 77% in average، and 5. 2% in good conditions، respectively; the most components have been considered in the lesson plan were in order the method of teaching، timing of content presentation، assessment method، student''s tasks and assignments، outline and resources. Moreover، most defects were related to behavioral purpose، behavioral purposes scope، teaching aid، adequate preparing for students، partial purpose، and class management policy by the teacher. As far the importance of lesson plans، holding workshops for education، promotion the codification level، and adequate supervision on teachers، therefore، can provide in order their knowledge for codification and qualification of lesson plans.

Medical education need to efficient teaching programs and the importance of lesson plans is irrefutable in promoting of education. This study aimed to use the ASSURE model in studying the knowledge and attitudes of university faculty member's about the lesson plan at 2013 years. The study was a descriptive analytical study and the study population was consisted of university faculty members that were included in the census. Data collection included questionnaires consists of three parts: demographic questions, questions about knowledge (37 multiple choice questions) based on components of ASSURE model ensures and attitude questions. The face and content validity was approved. For data analysis, inferential tests such as Pearson correlation coefficient test, ANOVA and T-test were used. Data were analyzed with using statistical software spss-18. The mean scores of faculty members participating in the study, was 14 (from total 37) SD=8.2. In the items of planning principles, content and learning objectives, there was significant difference between faculty members. The highest total score allocated to among specialty and the lowest score was seen between specialties. Faculty members, men and women, respectively, had the lowest and highest total score. In all items of ASSURE Model components was seen significant differences between faculty member based on workshop history. Mean total attitude of faculty members participated in the study was 44.6 with a standard deviation of 3.4. Awareness of university professors was not suitable but their attitude about lesson plan was good. The need for careful planning and continuous improvement is necessary.

Lesson plan is one of most important factors in the education process which can improve the students'' views on quality of education and may led faculty members'' and students'' activities. The present study aimed to determine the quality of lesson plans developed by nursing and midwifery faculty members of selected Iran’s nursing schools. In this cross – sectional study، 100 lesson plans developed by faculty members of 24 nursing and midwifery faculty members were analyzed. The data was collected through checklist made by a researcher. Data was analyzed through descriptive analysis using SPSS software، version 11. 5. In total، 4% of the lesson plans were in poor condition، 83% in moderate، and 13% in good condition. Educational content، objectives، and references were included in the most of the lesson plans respectively. Whereas، class management policies، the students required preparation for each session، and educational aids needed for each session and the manner of using them were among the most shortcomings in the lesson plans. Because of the importance of the lesson plan، holding special workshops may provide information for developing better course plans.

The planning and objectives of a lesson introduced by a professor at the beginning of each session is one of the most effective and important factors that help improve students'' learning. Collecting of these parameters at the end of each lesson and the presenting of a summary of the next session has a significant impact on the students’ learning. Over the past few years، the importance of lesson planning has been discussed in a broad scope among educational groups of Medical Schools. The study was performed to evaluate and compare lesson planning protocols by the professors at Shiraz University and Shiraz University of Medical Sciences.

This cross-sectional study was conducted on 508 students of different departments of Shiraz University of Medical Sciences (217 students) and Shiraz University (291 students). From each of these universities 5% of the students were chosen randomly and also from each department، students were selected depending on the number of students at that department.

223 men (43. 9%) and 285 women (56. 1%) whose average age was 22 years participated in the survey. This study showed that lesson planning methods were exerted in a same manner in different terms and that no difference was observed between the two universities (P>0. 05). The average of the scores given to the lesson planning in both Shiraz University of Medical Sciences and Shiraz University were 33 and 34 out of 60، respectively. Teaching aids were used more at Shiraz University of Medical Sciences than at Shiraz University. Using new scientific resources at Shiraz Medical School was good but the same thing at Shiraz University was average and their difference was statistically significant (P<0. 05). The current survey showed that educational motivation in students was low، but the motivation in other aspects was good. Discussion &

Identifying the important factors that affect learning is quite important to help remove inadequacies and solve problems in any educational system. This study revealed that the students’ level of knowledge in lesson planning was relatively low. In both mentioned universities the teaching aids were used at a low level. One advantage of Shiraz University of Medical Sciences was that their professors used teaching aids more than the professors of Shiraz University. In order to decrease the shortcomings and make students more productive and scientific in both universities، it is crucial that educational workshops to be organized for professors. In this way، we would witness a day in which both students and professors of our country are striving more to advance the frontiers of science.

Lesson plan is one of the key factors in the education process. The main purpose of lesson plan is to facilitate teaching and learning by establishing a good communication platform. This study performed a content analysis of the lesson plans developed by faculty members of Ilam University of Medical Sciences. In this cross – sectional study, all 108 lesson plans developed by the faculty of Ilam University of Medical Sciences in the first and second semesters in 2009 were analyzed. The data was collected by a checklist covering 13 dimensions. Data analysis was done using t-test, and ANOVA. Maximum and minimum ratios of the lesson plans belonged to schools of health (43.5%) and medicine (12%), respectively. The total average score of evaluation of the lesson plans developed was 67.94±16.57 (out of 100). The most common mistakes were related to objectives (45.4%), and evaluation methods (25.9%). The greatest shortcomings were related to dimensions of general and class regulations and policies (58.3%), preparation of learners before class sessions (55.6%), and assignments (40.7%). The dimensions of objectives in the lesson plans (89.9%), teaching methods (82.4%), and references recommended (82.4%) gained the highest scores. There was a significant relationship between faculty members’ academic ranks and evaluation scores of their lesson plans (p=0.03, CI95% =0.6-16.0). Based on the findings of the study, holding lesson plan workshops and using a standardized lesson plan templates could provide an appropriate basis for developing better lesson plans by the faculty.

One the most undeniable ways in improving education quality is lesson planning and having a lesson plan. Lesson planning is a process for determining appropriate educational objectives, identifying problems, needs, facilities, and limitations which may present in achieving educational objectives. The aim of this study was to determine the knowledge and attitude of the instructors in Ardabil University of Medical Sciences about lesson planning. Samples included all the instructors working in Ardabil University of Medical Sciences. The instrument for data collection was a researcher made questionnaire whose dependability was confirmed by some instructors at the University and its reliability was 0.75 (Alpha cronbach test). The data were gathered through completing the questionnaire by instructors. The data were analyzed using SPSS 15 by Pearson correlation, one-factor variance analysis, Tukey and T-test. The majority of 81 instructors participated in the study (76.5%) were male. Most of them were specialists or sub specialists. The mean score for knowledge was evaluated as below average (17.18±4.18) and for attitude as good (39.37±9.7). The results showed a significant difference in the mean of knowledge score and the mean of attitude score. Moreover, mean knowledge on course objectives writing showed significant difference between genders. Considering the importance of lesson planning in improving the educational objectives, it is necessary to pay more attention, do more studies in order to find out the factors affecting instructors lesson planning.

Attention to professionalism in pharmacy on the one hand, and imposing the students to pass eight credits of dissertation, as well as lack of systematic principles of thinking and research in course syllabus from the other hand, emphasize on a need for including the course of thinking and research methodology in course syllabus of pharmacy. Through numerous structured interviews with academic members, graduated students and students of pharmacy, the needed outlines of the course were prepared and approved. Then, the course was taught in form of a one credit subject, and at the end of the course, student’s view points regarding this course was collected through a survey. Approved outlines such as personal professional skills, research principles and methods were taught in the first semester of 2008-2009. The survey showed that in addition to student's satisfaction, they emphasized on increasing the number of its credits. This study not only showed a need among pharmacy students for a systematic thinking and research principles but proved the applicability and appropriateness of this course as well.

Designing lesson plan is necessary to clarify educational process and evaluation. This research، by regarding importancy of midwifery theoretical course education carried out to assess examinations reliability and content validity. This is a descriptive study which has been assessed 18 exams of specialized theoretical courses of BS midwifery education. Data were gathered by using valid and reliable check- list (α- 0. 05) and statistically were analyzed (Pearson and spearman). Reliability، standard number، quality and level of taxonomy questions were determined based on bloom categorization. Validity of 92. 38% of questions was revealed. In 69. 23% of questions there was correlation between taxonomy questions level and educational objective level. Based on results، reliability of questions are appropriate، but low taxonomy of questions، low numbers of questions are negative factors in evaluation that must be regarded. It is recommended to pay more attention to standard number of questions and coordination between level of learning and educational objectives.

lesson plan is an educational strategy that the teacher designs for an individual lesson. The aim of this study was the determination of faculty member's attitude toward lesson plan in Golestan University of medical sciences

We performed this cross-sectional Study on faculty members (N=55) of Golestan university of medical sciences. The instrument was a questionnaire including demographic and attitude questions. We used chi square to analyze the data (P<0.05).

The mean age of the subjects is 38.58+8.71. They are male (79%), basic sciences lecturers (51%). With 11_6.17 years of service, official faculty members (58.2%), without any lesson plan (11.3%), the participants of lesson plan workshop (67.3%), with an average of 7.14=3.38 credits in a semester. 41.8% of them access their lesson plan to students, 14.76% aren't familiar with Education Center (EDC) activities and 10% havc ncgative attitude toward lesson plan (P<0.05). There is significant difference between the subject's attitude and their specialty (clinical or basic sciences) and the number of lessons. But it isn't true for age, gender. course, teaching experience employinent and the number of credits.

according to the crucial role of lesson plan, holding the lesson plan workshop faculty members and motivate them to prepare lesson plan can be effective in the promotion of education quality.