جستجوی مقالات مرتبط با کلیدواژه "teaching skills" در نشریات گروه "پزشکی"

Today, the most important factor that plays a role in the education of students are the professors. For this purpose, this study investigated the characteristics of a good professor from the students' point of view of Tabriz University of Medical Sciences Faculty of Management.

 This cross-sectional study was conducted on 152 students of the Faculty of Management and Medical Informatics. Data were collected using a two-part questionnaire which validity and reliability were investigated. Students’ views about the good teacher were studied in five-point Likert scale. The data analysis was done using descriptive statistical methods, chi-square and Kruskal Wallis by the software SPSS version 24.

Overall, 67.8% of the students were female and 52.6% were students from the bachelor's degree. The most important characteristics of a good university teacher from the students' point of view were establishing a cordial relationship with the student, mastering the subject, tone of voice and accent, and general knowledge about the subject. On the other hand, compliance with the educational regulations to remove students who are absent more than allowed, decisiveness and strictness, attendance and absence in the class and the teacher's attitude towards his field of study and the students were among the features that were the least important. According to statistical tests, the relationship between the variables of education level, gender, field of study, educational status, age with the characteristics of teaching skills, evaluation skills and interpersonal communication was significant(p-value <0.05). Also, there was a positive relationship between the variable of academic year and the characteristics of teaching skills, interpersonal communication and individual characteristics(p-value <0.05).

According to the findings, it is necessary for the university to give special importance in employing teachers for their academic mastery, eloquence and interest in teaching and to plan and organize empowerment workshops for them. This leads to more satisfaction in students and improves the quality of teaching-learning.

Short-term faculty development courses are one of the ways to improve faculty members' educational skills at universities. The aim of the present study was to assess the effect of short-term faculty development courses on faculty members' educational skills.

 The present study is a cross sectional study. In this study, faculty members of Shahid Sadoughi University of Medical Sciences who participated in the courses were entered in the study. The course were developed through the literature review and the views of the experts. The educational objectives developed based on the expected roles of the faculty members in universities. The course is designed in three axes, including educational planning, teaching-learning methods, and assessment. The active learning methods were used, including Jigsaw, case-based learning, and small group discussion. Program evaluation is done by assessing learner satisfaction, learning, and transferring learning to the educational environment. Data were analyzed using descriptive statistics.

 In the present study, 78 faculty members participated in the short-term faculty development courses. Four times faculty development courses have been implemented in in 2017-2019. The results of the present study showed that the participants were satisfied with the courses (4.57±0.15) and their performance on scenario-based questions was in the high level (8.57±2.96). Participants assessed their learning transfer to real situation in the higher than medium level. (±3.73 0.36)

Evaluation of the Short-term courses reported in acceptable level for improving participants’ performance. The results of the present study showed that short-term development courses could be used as a solution to improve faculty members' teaching skills and applying what they have learned in real-world settings.

One of the most important components of the educational system is the professors who have a decisive role in achieving educational goals. Evaluation is one of the most important bases for improving the quality of education. The purpose of this study was to evaluate the evaluation priorities of professors from the perspective of students of Neyshabur University of Medical Sciences.

This cross-sectional descriptive and analytical study was conducted at Neyshabur University of Medical Sciences in 2013. All students of Neyshabur School of Medical Sciences (140) were enrolled in the census. Data were collected using a questionnaire whose reliability was 0.83. Data were then analyzed by SPSS20 software. Significance level was set at 0.05.

The study population was 59 females and 60 males with a mean age of 20.58 ± 1.13 years. According to the students, the most important factors of a good teacher are mastery of the subject (84.2%) in teaching skills, expressing and conveying concepts (70%) in personal characteristics, respect for students (71.7%). In the communication skills section, the precise start and end times of the class (51.7%) were in the area of ​​observing the rules and regulations and a comprehensive and precise exam at the end of the semester (37.5%) in the assessment skills section. There was no significant difference between the 5 areas of study. There was no significant relationship between GPA and none of the evaluation domains. There was a significant difference between gender and the two domains of observance of rules and teaching skills.

The results of the present study showed two areas: teaching skills and evaluation skills are more important for students. Therefore, university professors and faculty and universities should plan and strive to improve the quality of these two areas