Mohammadreza Shakibi; Mina Mobasher; Maryam Okhovati; Elham Iranmanesh; Elham Sharifpoor; Manzume Shamsi Meymandi; Mahmoodreza Dehghani
Abstract
Background: Several research skills training courses are designed for both faculty members and students in educational and research institutions around the world.Objevtives: The current study aimed to design, implement, and evaluate a short-term research skills training course for faculty members of ...
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Background: Several research skills training courses are designed for both faculty members and students in educational and research institutions around the world.Objevtives: The current study aimed to design, implement, and evaluate a short-term research skills training course for faculty members of Kerman University of Medical Sciences.Methods: The current scholarship study was conducted in three stages, in 2017. The first stage comprised of a comparative study needs assessment, and course design. The training course was conducted with the participation of 30 faculty members and the teaching of 10 experienced professors. Participants were evaluated through practical work and homework. Instructors were evaluated by participants using survey forms. The course was evaluated through interviews with several participants and professors.Results: After eight months of research and holding 16 sessions (which each took between 2 to 4 hours), a course with three main modules was designed in 2017. Instructors used appropriate teaching methods, including interaction with participants, problem-solving, discussing, teamwork, and practicing at home. According to the results of the evaluation, the content of the course was appropriate for the research activities of participants. Besides, they believed that the instructors were among the strengths of the course.Conclusion: Certainly, increasing research skills of faculty members will lead to better guidance of assistants and qualitative improvement of research conducted by students.
Azim Mirzazadeh; Maryam Alizadeh; Mohammad Shariati; Leyla Sadighpour
Abstract
Background Whereas much has been written about the strategies, barriers and facilitator factors of effective and interactive lecturing in medical education little has been written about the effective and interactive lecturing skills educational programs for medical teachers based on peer observation ...
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Background Whereas much has been written about the strategies, barriers and facilitator factors of effective and interactive lecturing in medical education little has been written about the effective and interactive lecturing skills educational programs for medical teachers based on peer observation of teaching. Objectives The current study aimed at designing and implementing an interactive and effective lecturing workshop using peer observation and feedback, and finally evaluating its results. Methods The current descriptive study was conducted in Tehran University of Medical Sciences from 2015 to 2016. The study population consisted of faculty members participating in the effective and interactive lecturing workshop and the study subjects were selected by convenience sampling method. The Kirkpatrick method was used to assess the workshop; for this purpose, the level of reaction, learning, and performance were evaluated using a valid and reliable questionnaire, as well as the one minute note technique, and a form addressing the extent of using interactive techniques in the classroom six months after participation in the workshop. Data were analyzed by using the SPSS 22. Data are presented as frequency and mean where appropriated. The notes were analyzed using manual content analyses. Results The participants believed that the workshop could successfully encourage them to use lecturing principles and interactive lecturing techniques, and provide them with the opportunity to practice and rethink the teaching process. The interactive techniques mostly used six months after participation in the workshop belonged to the question and answer (Q& A) techniques, active evaluation, and use of scenario. Conclusions It seems that the provision of training opportunities, observation of performance, and giving feedback were effective to improve the quality of empowerment programs. It was suggested that other empowerment programs should also address this point.
Pourandokht Asadollahi; Abdolhussein Shakurnia; Hossein Elhampour
Volume 8, Issue 1 , July 2011, , Pages 58-66
Abstract
Background and Objective: One of the professional duties of university faculty members is student counseling T he aim of this study was to determine the attitudes of faculty members toward advising and counseling students in Ahwaz Jundishapur University of Medical Sciences (AJUMS) Methods: In this descriptive ...
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Background and Objective: One of the professional duties of university faculty members is student counseling T he aim of this study was to determine the attitudes of faculty members toward advising and counseling students in Ahwaz Jundishapur University of Medical Sciences (AJUMS) Methods: In this descriptive crosssectional study the attitudes of 114 faculty members toward students counseling were investigated using a 34item questionnaire applying 5point Likert scale The validity and reliability of the questionnaire had been confirmed through a pilot study Data were analyzed through SPSS software using mean and chi square test Results: Fifty seven percent of the faculty members participated in the study was females with teaching experience of 1485±88 years Faculty members asserted that they are interested in students counseling (mean score: 412 out of 5) but have moderate knowledge about the advisory task (mean: 361) Mean total score of the present statues of students counseling in the university was 338±056 and that of the ideal situation was 405±038 (p=0001) Conclusion: It is concluded that faculties have a positive attitude toward the importance and necessity of student counseling but believe that the implementation of this process is not properly monitored and supported in AJUMS Support of advisory teachers and more attention to their statues can be very beneficial in the process of students counseling
Leila Joibari; Zahra Mohammadi; Akram Sanagoo
Volume 7, Issue 2 , January 2011, , Pages 127-133
Abstract
Background & Objective : Uncivil behavior strongly disturbs teachinglearning process by creating conflicts and tension in studentteacher relationships The aim of this study was to study the attitudes of students and faculty members of Golestan University toward uncivil behavior in educational settings ...
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Background & Objective : Uncivil behavior strongly disturbs teachinglearning process by creating conflicts and tension in studentteacher relationships The aim of this study was to study the attitudes of students and faculty members of Golestan University toward uncivil behavior in educational settings Methods : In this analytical descriptive study 50 faculty members and 150 Medical students of Golestan University of Medical Sciences selected by convenience sampling were asked to complete a valid and reliable questionnaire about disruptive and threatening uncivil behavior Results : In whole 23% of faculty members had never observed uncivil and 56% of them had never observed threatening behavior in their students during the last year Among students 302% had never observed uncivil behavior in their teachers during the last year The relationships between faculty members perspective and variables of age and work experience were significant (P=005) Conclusion : Although in this study the frequency and severity of uncivil behavior were not considerable however due to the harmful outcome of them applying strategies to create safe teaching learning environments is highly necessary