جستجوی مقالات مرتبط با کلیدواژه « theoretical lessons » در نشریات گروه « پزشکی »

Classrooms are suitable environment for transferring teachers’ experiences to students and gaining a better understanding of educational contents. The students’ absence from theoretical classes has been one of the increasing and most important educational problems in medical universities in recent years. This study was performed to determine factors effective on theoretical class attendance according to the point of view of dentistry students of Kerman University of Medical Sciences, Iran, in 2012. This cross-sectional study was conducted on 150 students of the School of Dentistry, Kerman University of Medical Sciences, in 2012. Data collection tool was a questionnaire consisting of 2 parts: demographic characteristics and effective factors on theoretical class attendance questionnaire. The questionnaire consisted of 20 questions scored based on a 5-point Likert scale, from very effective to ineffective, and scores ranging from 0 to 80. Higher scores indicated more effective factors. Data were analyzed by SPSS software through linear regression analysis. Values of P < 0.05 were considered significant. Of the 150 participants, 58.7% were female, 83.3% were single, and 61.3% were native students. The mean age of the participants was 20.7 ± 1.7 years. The mean score of the students was 58.24 ± 9.59. A significant statistical relationship was observed between area of residence, year of education, and sex of students and mean score of questionnaire. Among factors effective on theoretical class attendance, the highest score belonged to appropriate teaching method, teacher's scientific proficiency, student's interest in the related topic. However, taking part in the class as a duty and active involvement of students had the lowest scores. The findings of the present study showed that attendance in classes is affected by factors related to both teachers and students. However, appropriate teaching method, teacher's scientific proficiency, and student's interest in the related topic are the main factors which determine student's attendance in the classes.

Use of different teaching styles & different training methods with supervision on the different needs of the learners during the teaching-learning process can be encouraging to the students for lifelong learning (LLL). The aim of this study was to determine teaching styles of faculty members of Kurdistan University of Medical Sciences for theoretical lessons، to provide information on educational planning & development of combined teaching styles & training methods and adjustment of these styles to learning styles of the trainees in the future. This was a descriptive-analytical study. Statistical population included all of the faculty members of Kurdistan University of Medical Sciences (135 faculty members)، but only 124 (~92%) participated in the study. Data collection tool was the Richman-Grasha teaching style inventory. Data were introduced into SPSS software 19th version and analyzed by ANOVA and chi-square statistical tests. The results indicated that the most frequent styles were the “Delegator Style” (60. 5%) and the “Formal Authority Style” (33. 9%). The least frequent styles were “Facilitating Style” (0. 8%) and “Personal Model Style” (1. 6%). 3. 2% of the participants used the “Expert Teaching Style”. The demographic characteristics of the faculty members such as; age، teaching background، gender، college or department، educational level and academic rank showed no relationship with their teaching styles. Based on the results of this study، the dominant teaching style of the participants was not related to their demographic data. Other factors like psychological characteristics & training models could be associated with the teaching styles.

Determining the rate of success in achieving the training goals is one of the evaluation methods of teachers that often take place by students to lead to both a better quality of education and to be noticed in management decision. So، the teachers’ evaluation forms must be agreed by both students and teachers. The goal of this study was to compare the views of students and teachers about the theoretical lessons evaluation questions. This analytical cross-sectional study has been done in faculty members and students of one of the medical universities of Tehran city in 2011-12 academic years and 129 faculty members and 120 students have been selected by accessible and simple sampling methods، respectively. The researcher-made device of data collecting was a two-part questionnaire consisted of teachers’ demographic data and suggested items for students’ evaluation of teachers form. The data were analyzed by independent T test and SPSS 18 software. The average of questions properness score was 73. 0±8. 1 (50-100) from teachers viewpoint and was 61. 7±26. 9 (5-100) from students viewpoint (p<0. 001). The highest weight from the teachers’ viewpoint related to the “rate of teachers’ interest and his activities to solve the students’ scientific problems” and from the students’ viewpoint related to “rate of teachers’ authority to the subject”. Academic staffs and students request for some changes in priorities and proportion of evaluation score for each question in current forms of teachers’ evaluation at theoretical lessons.