جستجوی مقالات مرتبط با کلیدواژه "کیفیت تدریس" در نشریات گروه "پزشکی"

 Job satisfaction among faculty member as one of the building blocks of education and the main body of university is of particular importance. This study endeavored to investigate the level of job satisfaction and mission of faculty members of Birjand University of Medical Sciences and its relationship with the quality of teaching in virtual education under the coronavirus pandemic conditions.

 This descriptive-analytical study was performed among 83 faculty members of Birjand University of Medical Sciences in the academic year 2020. Data were collected online through social media using two standard questionnaires: Dick Job Mission and Minnesota Job Satisfaction. Data were analyzed using descriptive statistics and inferential statistics (viz., Spearman and Kruskal-Wallis tests).

 In this study, the mean score of mission and job satisfaction of the participants were 92.56 ± 13.5 and 64.72 ± 9.29, respectively. There was a significant positive relationship between job satisfaction and teaching quality (p=0.04, r= 0.23), while no significant relationship was observed between job mission and teaching quality (p = 0.19, r= -0.28). None of the variables of gender, service history, academic rank, executive responsibility, marital status, type of employment, and level of education had a significant relationship with job mission and job satisfaction.

 According to the results, in order to promote the quality of teaching, it seems necessary for managers to identify the job satisfaction and dissatisfaction resources of the faculty members and pay special attention to improve it.

Among the important and necessary prerequisites for evaluating educational processes; Having a comprehensive tool with appropriate validity and reliability that the purpose of this study was Design and validation a tool for evaluating the quality of teachers' teaching, which is presented virtually in the Navid system. Research team; After analyzing the findings of the literature review, conducted 5 individual interviews with e-learning and medical education specialists and then held three group discussion sessions with experts; Developed a teacher's virtual teaching assessment tool. The opinions of 11 experts were used for content validity index and content validity ratio. To evaluate formal validity; The tool was provided to 10 professors and group managers and 5 students. Evaluators' agreement coefficient was used to evaluate the reliability of the instrument. According to the results, a questionnaire with 41 items in four sections includes; Students' evaluation of the quality of presentation of each lesson in general [with 5 items]; Students' evaluation in part [with 11 items], faculty evaluation by the department manager [with 16 items] and professor evaluation by colleagues [with 9 items] was obtained. The value of validity index for all sections of the questionnaire was calculated by averaging the questions of each section. Also, the total CVI value of the questionnaire was 0.98. Overall reliability was obtained using kappa coefficient equal to 0.8. Based on the research findings, this tool has appropriate validity and reliability and can be used to evaluate the performance of medical sciences teachers.

Nowadays, the professional ethics has been very much taken into consideration, so that most professions including teaching, for its particular demands, should have a professional ethics code. The current study aimed to investigate the predictive role of professional ethics in professorschr('39') teaching quality of Medical Sciences University; Army-Iran.

The present study was a descriptive-correlational method and the statistical population consists of all medical sciences university students (979 people), Army-Iran, in 2017-2018 Iranian academic year. The size of sample were, 175 subjects, selected in accordance with Kerjesi & Morgen sampling table using stratified sampling method. The research tools were Najafi et al. Teaching Professional Ethics Questionnaire (2013) and Seraj Teaching Quality method (2002). Data analysis was done through two levels: descriptive (mean and standard deviation) and inferential (Pearson correlation and regression analysis) using SPSS software.

Pearson correlation results showed that there was a meaningful relation between professional ethics and teaching method (r=0.438, p<0.01). In other words; the more the professional ethics among professors, the more increase in teaching quality. Regression equation results showed that professional ethics has the predictive power of teaching quality (predictive value: 0.384). That is, if other conditions be constant, by increasing one unit of professional ethics, teaching quality will increase to 0.438.

Based on the findings of this study, the professional ethics of the professors of medical sciences university affects their teaching quality, So observing professional and ethical requirements will have an effective- learning influence and teaching quality among the students in this university.

Teachers 'educational behavior is one of the most important factors influencing students' teaching and learning process and its continuous evaluation ensures improvement of the quality of teachers' performance and educational activities. This study aimed to design an Instrument for evaluation of teaching quality of teachers based on classroom-made videos. This study is a mixed method research which was conducted to design and validate an Instrument for evaluation of teaching quality of teachers at Ahvaz University of Medical Sciences from 2018 to 2019. Participants included teachers, students, and medical education professionals. After reviewing literature and relevant questionnaires and as well as receiving expert opinions, 36 questions were designed in the form of a preliminary questionnaire. In order to determine the content and face validity, the preliminary questionnaire was reviewed and approved in four sessions of group discussion by 14 specialists of medical education, health education and promotion, nursing, midwifery, health information technology and psychiatry.
Initial questions about teaching quality assessment included 36 questions. Finally, 24 questions were presented in four domains including non-verbal communication (9 questions), verbal communication (4 questions), interacting with students (6 questions) and classroom management (5 questions). At the validation stage, all 24 questions had acceptable content validity (0.7 to 1.0). The reliability of the instrument was confirmed by the Kappa coefficient (0/8). The Instrument designed to evaluate the quality of teaching based on film, has acceptable validity and reliability.

The quality of the professor-student relationship can be effective on teaching and students` performance. A valid questionnaire can help researchers in this field. The purpose of this study was to investigate the psychometric characteristics of Professor-Student Rapport Scale.

In a descriptive-correlational study and more precisely, test validation, 497 students of Shahid Beheshti University of Medical Sciences were selected by multistage random sampling method and completed Wilson and Ryan`s Professor-Student Rapport Scale and Marsh`s Student Evaluation of Educational Quality Questionnaire. The collected data were analyzed using exploratory factor analysis, confirmatory factor analysis, predictive validity and internal consistency.

The results showed that the scale has a two-factor structure that explains 62.15% of the variance. Confirmatory factor analysis also confirmed this structure. The internal consistency of the scale with the calculation of Cronbach's alpha for perceptions of teacher and student engagement was 0.86 and 0.92, respectively, and the split-half coefficients were 0.88 and 0.92, respectively. Perceptions of teacher subscale could predict the educational quality.

Professor-Student Rapport scale had a good validity and reliability in the sample of medical sciences students and can be used as a precise instrument in this regard.

In every educational system, educators are one of the effective components in the learning process. Therefore survey the quality of their performance should be considered by educational planner to improve the universities. The goal of the present study is Students’ standpoint about qualitative assessment of performance of faculty members to inform them of their performance.

The total statistical population for the study consisted of 1159 students at Shahid Hasheminejad’s female campus of Farhangian University in the 2016-2017 academic year. The sampling method was random stratified based on the field of study of 288 participants. The data was gathered using a questionnaire, which consisted of questions on personal attributes, assessment of performance of faculty members and the method of questionnaire completion. The validity of the contents of the questionnaire was confirmed by seeking opinion of the experts and its reliability was assessed using the Cronbach's alpha (0.87) test. The needed data were collected by a questionnaire after confirming its validity and reliability. To analyze the data, statistical indices such as mean, standard deviation and Pearson correlation coefficient using Spss version 24 was used.

Personality of faculty members with an average 68.71% and standard deviation of 0.97 is the most important and teaching method, and evaluation with an average 47.28% and standard deviation of 1.05 is the less important dimensions from students’ standpoint. No Significant correlation was observed between students’ standpoints and their GPA (p = 0.716 & r = 0.03).

According to the results, lecturers need mechanisms such as retraining and continuous instructions to improve the quality of teaching.

One of the goals of educational systems is improvement of teaching quality and students’ satisfaction with the curricula. The current study was designed to assess the effect of early-semester student evaluation of faculty members teaching on results of end-of-semester evaluation of faculty members. In this interventional study with control group, 30 faculty members of the faculty of nursing and midwifery at Islamic Azad University, Tehran Medical Branch were divided randomly into experimental and control groups. Early- and end-of-semester evaluations were carried out for both groups and the experimental group faculty members were provided with the early-semester evaluation results. The difference between the early- and end-of-semester evaluation scores was compared in both groups. Data collection tools were a demographic information questionnaire and a teaching evaluation form. The data were analyzed by descriptive statistics, independent t-test, paired t-test, and non-parametric Wilcoxon and Mann-Whitney tests. There was a statistically significant difference in the mean scores of early- and end-of-semester evaluations (t=4.51, p<0.001) between the control group (x̄=0.05, SD=0.06) and the experimental group (x̄=0.49, SD=0.35). The results pointed out the positive effect of early-semester students’ evaluation of faculty members. faculty members’ awareness of students’ viewpoints during the semester can improve their teaching quality as well as students’ satisfaction.

Competency and teaching quality of professors play a key role in the quality of active learning in students. The present study aimed to predict the components of competency and teaching quality of professors regarding active learning in the students of Mazandaran University of Medical Sciences, Iran.
In this study, 359 students were selected via stratified random sampling, and Cochran’s formula was used to determine the sample size. Validity of three questionnaires was assessed using content validity and face validity, and the reliability was determined at the Cronbach’s alpha of 0.853 for the questionnaire of professors’ competency, 0.894 for the questionnaire of teaching quality, and 0.938 for the questionnaire of active learning in students. Data analysis was performed using parametric tests.
Variables of professors’ competency, teaching quality, and active learning in students were estimated to be above average at the significance level of 0.001 in the affiliated schools. A significant association was observed between teaching quality and professors’ competency at the significance of 0.001 and correlation-coefficient of 0.65. In addition, there was a significant association between teaching quality and active learning at the significance of 0.001 and correlation-coefficient of 0.61. Our findings indicated a linear correlation between the variables of competency and teaching quality compared to active learning (F=126.958; P=0.0001).
According to the results, there seems to be a significant correlation between teaching quality and professors’ competency, which could predict the level of active learning in students

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.

Students are the main stakeholders of university educational programs, so their opinions should be considered in the promotion of educational processes. The students’ evaluation of the teachers is considered one of the serious measures to improve the quality of educational processes, therefore, any change or reform any of the educational process should be judged by the students. The aim of this study was to evaluate the students’ opinions about evaluation of teachers through electronic based system.
This cross-sectional study conducted on 266 students of Golestan University of Medical Sciencesin 2014. The data collected by teach made questionnaire with 15 questions with a Likert type response (range of 15-45 points). The questions were about students’ view to evaluating teachers electronically in the areas of security, environmental factors, accuracy, and cost-effectiveness. For data analysis, independent T-test was used.
Of 256 students participated in this study, 59.1% were female. The amount of participation of the students from the Faculty of Medicine was 26.6%, 27% nursing, paramedical 23.4% and 23% health. 46.8 percent of the students were at the third academic year (semester five). 73.1 percent of the students were from undergraduate level (bachelor degree) and 26.9% of them were from general medicine (GP) level. There was a significant difference between the mean score of students at paramedical Faculty with the other faculties (P=0.05). The Paramedical students had more positive views to online evaluation method. There were no statistically significant differences between students’ viewpoints scores with demographic and academic variables.
Since the students had a favorable view of the online evaluation, using this method in the evaluation of the quality of teaching can be continued.

Today, the quality improvement is at the head of the organization duties and their main concern. Identifying strengths and weaknesses, identifying opportunities and threats and efforts to improve the situation and achieve favorable status and earn top spot are the most important tasks of organizations, including universities. This study aimed to assess the quality of the teaching process in Lamerd nursing faculty from the viewpoint of students. Instrument & This descriptive-survey study was performed in 95 nursing students of Lamerd nursing faculty who were entered to the study by census method. Data gathering tool was the researcher-made questionnaire of professors’ quality assessment. Data analysis was done by MANOVA method. From the viewpoint of students, teaching quality of teaching was not good in all studied elements. There were significant differences in “Technology selection” between the viewpoints of 2012 and 2014 entered students (p=0.001) and also in “assessment and evaluation” between the viewpoints of 2012 and 2013 entered students (p=0.03). There were also significant differences in classroom management (p=0.008), the dynamics of learning (p=0.02) and assessment and evaluation (p=0.01) between boys and girls. The quality of teaching is lower than average in targets selection, class management, learning strategy, content regulation, the dynamics of learning, technology selection and assessment and evaluation in Lamerd nursing faculty from the viewpoint of students.

The purpose of the professors’ evaluation which partly left up to the students is to improve the teaching quality and enhance the educational level in universities. Regarding this, the use of valid evaluation forms that lead to the recognition of the problems of teaching and learning is important. This study aimed to compare the teaching quality aspects between Student Evaluation of Education Quality and Students Survey questionnaires.Instrument & In this descriptive-analytic study by correlation type that was performed during the second semester of 2012-13 academic year, 251 students of Health Department of Kermanshah University of Medical Sciences participated by census method. The research tools were the Student Evaluation of Education Quality and Students Survey questionnaires. For data analysis, independent- and paired T, Chi-square, Mann-Whitney U, Kruskal-Wallis, Pearson correlation coefficient and Tukey tests were utilized. The difference of total evaluation scores of the professors based on their scientific degree and also the education level and major of students was significant between 2 questionnaires (p<0.05). There was also a significant relationship between the workload and level of interest for each course and the total evaluation score of the professors based on student evaluation of education quality questionnaire (p<0.001). Both questionnaires have acceptable reliability, but the student evaluation of education quality questionnaire highlights the multi aspects of teaching better and is more efficient in demonstrating the strength and weaknesses of teaching.

Aims: Evaluation is the most important tools for determining the quality and effectiveness of a process and Curriculum. The mission of universities and centers of higher education are teaching, research and Health care service. In this study were evaluated Faculty members’ teaching quality at the University of Medical Sciences, Sanandaj and Kurdistan.
This research was descriptive. The sample of Kurdistan University of Medical Sciences, Sanandaj, all faculty members and students in the academic year 1392- 93. randomly selected for each teacher. Data are gathered by questionnaires. For data analysis, descriptive and inferential statistical methods we use spss software version 20.
The results showed that the degree of faculty and teaching experience, as well as the quality of their teaching PhD with significant relations. However, no significant relationship between gender and the quality of teaching.
Evaluation as a valuable source of reliable information for feedback to teachers in order to improve the quality of education is supreme.

The purpose of the present study was to investigate the quality of faculty members’ teaching based on Mycourse scale components (the techniques of classroom management, appropriate class behavior, focus and maintain the attention to the lesson, prepare a review and exercise, inquirer skills, using different methods of training, establishing a positive atmosphere in the class and the rate of problem-solving strategies expression in the class) from students point of view. This study is a descriptive survey. The study population consisted of all female undergraduate students studying 7th and 8th semesters in the second academic year of 2010-11. Among them, 90 students were randomly selected. For data collection, Mycourse scale questionnaire was used. Data analysis was done at the descriptive and inferential levels using SPSS 20 statistical software. Considering the items scoring range (0 to 5) and calculation of the components’ total score using these ranges, the assumed mean of the population considered to be 2.5. From the students’ perspective, the components of the rate of the realization of classroom management techniques, the rate of maintaining an appropriate behavior in class, the amount of preparing the review and exercise, the level of exhibiting inquirer skills and the amount of establishing a positive atmosphere in the class by faculty member were at an average level, and the components of concentration and maintaining attention, and the amount of expressing the problem solving strategies were at a high level and the component of the amount of using various methods of training was at a low level. The quality of faculty members’ teaching of Shahed University is evaluated to be an average level in terms of the majority of Mycourse scale components (five components) from the students’ point of view.

Teacher's stress and anxiety affects their occupational function and leads to weak function, absence from work, exhaustion and depression. The purpose of this study was to investigate the effects of teacher's anxiety on the quality of teaching in the classroom. This descriptive comparative study was performed in 2010-11 on all male and female high school teachers of Sabzevar. The sample of this study included 30 high school teachers both men and women and 300 of their students. Sampling was done using the simple random method. At the first step the teachers filled out the Cattell's anxiety questionnaire, and were divided into two groups (15 anxious and 15 non-anxious) with regard to their total scores. Then the Siraj's questionnaire of teaching quality (2003) was filled out by 300 of their students. Data were analyzed by descriptive statistics and Kolmogorov-Smirnov and independent t-test using SPSS 16 software. There was a significant difference between the total score of the teaching quality of anxious and non-anxious teachers (t=2.95, df=268, p=0.003), so that the teaching quality of non-anxious teachers was higher than anxious teachers. Teacher's anxiety affects the teaching quality to a high extent. There is significant difference between anxious and non-anxious teachers in the indicators of "teaching performance" and "interpersonal relations", but there is no significant difference in the indicators of "lesson plan" and "evaluation" between anxious and non-anxious teachers.

Rating of university professors’ teaching quality is of special importance. Due to the numerous contradictions that exist in major rating factors, the aim of this study was identifying the viewpoints of Gilan University faculty about the qualification of students to rate them and the method of evaluation. This survey was carried out through systematic randomized sampling on the faculty of Gilan University in 2008-2009. The needed data were collected by a researcher-made questionnaire after confirming its validity and reliability. Descriptive statistical methods and nonparametric Chi-square test were used for data analysis using SPSS 16 software. 69 subjects (82.14%) were agree with faculty rating by the students. 48 subject (57.14%) believed that the rating must be done by all the students and 70 subjects (83.33%) declared that it is better to rate faculty in the last session of each class. 53 subjects (63.09%) mentioned the best rating interval as “two academic semesters”. 26 subjects (30.95%) believed in giving priority to the rating factors as “scientific quality, teaching quality and the instructor behavior”. The university professors’ rating must be carried out with the help of students. The rating forms must be given to all the students instead of only a sample of them and the highest scores should be respectively allocated to the scientific quality, teaching quality and instructor behavior in order to prevent students from rating the faculty only considering their personal characteristics.

Different studies have shown the inability of traditional lecture method to active teaching method in concept transmitting of higher learning domain. The aim of this study was comparing the effects of feedback lecture method and conventional lecture method on learning and quality of teaching. In quasi-experimental study, 27 Arak medical science midwifery students who were in fourth semester, randomly, were divided to two groups of “teaching by feedback lecture” and “teaching by conventional lecture”. Desired topic were presented by one teacher as a 90- minute lecture in control group and as two 35-minute lectures with 10-minute discussion after each part in case group. Informational form, and post test and student' opinion form were used respectively to identify the demographic characteristics, short tem and long term learning and quality of teaching form. Demographic characteristics, quality of teaching form student’s opinion, total scores of pre and post test were similar in two groups. Results of teaching score in post test in knowledge and perception level were similar. But there was a significant difference between application and analysis level in two groups(p=0.011). Also, total and domain scores of post test after a month were not different in both groups. Results indicated that learning by feedback lecture can be more effective than conventional lecture method in application and analysis domain.

Introduction and The emphasize that is on religious values in our country is the basis of activities that are considered to protect the level and value of human beings and the medical ethics has a great place among them. Medicine is unique among all the sciences, as it is related directly with the lives of humans, so ethics is an inseparable part of it and ethical advices act as guides during the medical professional activities. Teaching the medical ethics has been an important issue in medical curriculum during past two decades in Iran. The aim of this study was to gain the opinions and insights of medical students and also graduates of Jundishapur University of medical sciences on the course of medical ethics during 1385-86. The findings and results of this study may help in solving possible problems and be beneficial in adjusting the curriculum.Methods and Materials: this is a cross-sectional descriptive epidemiologic study and all the medical students and graduates of Jundishapur University of medical sciences in educational year 1385-86 who had had medical ethics in their curriculum before participated in this study. In this study 457 paper questionnaires including demographic and 8 questions about the insight and opinion on the course of medical ethics were distributed among the medical students and graduates, but only 398 answered questionnaires were gathered due to non-cooperation. The data were analyzed with SPSS software and P<0.05‌ considered to be significant. Among all the participates, 332 were medical students (83.4%), 66 were medical graduates (16.5%). In addition, 235 were female (59%) and 163 were male (41%). Overall, the graduates were less satisfied with the content of the medical ethics course and the ways it is taught and they simultaneouslyealized the importance of that course much more than the students. Most of the students (53.0%) considered the internship the appropriate time for the course and the same was considered by the graduates with a greater percentage (93.9%). according to the results of this study, a serious revision and change in the contents and the references of this course to more applied references and also an increase in the hours related to the course is suggested. In addition, the course should be taught in late steps of the medical education (last year for example) in order to be considered with more attention and interest by the students.

The goal of evaluation is to promote and correct the teaching methods and activities of academic members. Evaluation is also a criteria for managers and supervisors in related decision making. Assessing the effects of evaluation on the performance of teachers are for understanding the present situation، promoting the quality of practice and direct decision making. The goal of the study was determined students، academic members and educational manager of Guilan Medical University view about the effect of evaluation on the quality of teaching. This is a discriptive، cross-sectional study. We used opinions of 180 students، faculty members and educational for this research.. Data collection instrument consisted of a questionnaire with demographic questions and 30 phrases based on the goals of study. Grading is based on Likert scale. The data were analyzed by descriptive statistics and SPSS. Majority of samples (70. 8%) were students، academic members (22%) and educational managers (7. 2%). Majority of academic members (60%) had 15-20 years record of practical and theoretical teaching. (60%) of students and academic members disagree on evaluation effect on teaching methods، and (82%) of educational managers were agree. (70%) of academic members، (55%) of students were disagree on evaluation effect on educational content. The results related to the views of students and academic members showed that (50%) of student and faculty members agree and (50%) disagree and (47%) of educational managers agree on evaluation effect on student and teacher relationship. Also (55%) of students and (60%) of academic members were disagree on academic members evaluation effect on giving exam. According to this study، the faculty members students and educational administration agree for promoting teaching methods، need evaluation of teacher by students.