Document Type : Brief report
Authors
- Hamed Mir 1
- Hadi Parsian 2
- Iman Jahanian 3
- Ali Shabestani-Monfared 4
- Ziba Shirkhani-Kelagari 5
- Sohrab Halalkhor 6
1 M.Sc. in clinical Biochemistry, Instructor, Education Development Center, Jahrom University of Medical Sciences, Jahrom, Iran
2 Ph.D. in clinical Biochemistry, Associate Professor, Department of Biochemistry & Biophysics, School of Medicine, Babol University of Medical Sciences, Babol, Iran
3 Ph.D. in Medical Education, Assistant Professor, Department of Medical Education, Medical Sciences Education Development Center, Babol University of Medical Sciences, Babol, Iran
4 Ph.D. in biophysics, Professor, Department of Medical Education, Medical Sciences Education Development Center, Babol University of Medical Sciences, Babol, Iran
5 M.Sc. in Statistics, Biometrics and Biostatistics, School of Medicine, Babol University of Medical Sciences, Babol, Iran
6 M.Sc. in Biochemistry, Instructor, Department of Biochemistry and Biophysics, School of Medicine, Babol University of Medical Sciences, Babol, Iran
Abstract
Background & Objective: One method of evaluation with the intent to select and modify teaching methods in universities is the evaluation of students opinions Team teaching by faculty members is a routine method of education in universities The present study evaluated students satisfaction with team teaching in Babol University of Medical Sciences Iran during the first and second semesters of 20112012 Methods: In the present descriptive analytical study 461 students of Babol University of Medical Sciences who had experienced team teaching were randomly selected The participants completed a questionnaire the reliability and validity of which had been previously approved The questionnaire contained 19 questions based on the 5point Likert scale (very high high moderate low and very low) The resulting data were analyzed using SPSS software and compared using ttest and ANOVA Results: The results showed that 82% of students partly opposed and 04% of them absolutely approved the use of team teaching method The highest frequency of answers (569%) were assigned in the moderate level Nearly 345% of students approved the use of this method Students of dentistry and laboratory sciences showed the highest and lowest tendency toward this method respectively Higher year students showed less tendency toward team teaching method There were no significant differences between boys and girls answers in respect to this method Conclusion: It seems that Babol University of Medical Sciences students did not significantly oppose the use of team teaching method Nevertheless in order to correct the existing small problems it is essential to revise the implementation technique of this teaching method
Keywords
- Arbooni F, Nourian A, Mousavinasab N. A Study of the Domains on Faculty Evaluation Forms from Students' Point of View at Zanjan Medical Sciences University. J Med Educ Dev. 2010;1(1):47-52. [In Persian]
- Yanamandram V, Noble G. Student experiences and perceptions of team-teaching in a large undergraduate class. J Univ Teach Learn Pract. 2006; 3(1): 49-66.
- Ghafourian Borujerdi M, Shkoornia AH, Elhampour H. Evaluation results feed back to faculty members of Ahvaz Medical University and its effect on improving the quality of teaching. Iran J Med Educ. 2003; 3(2):40-3. [In Persian]
- Raoufi S, Sheikhian A, Ebrahimzadeh F, Tarahi MJ, Ahmadi P. Designing a novel sheet to evaluate theoretical teaching quality of faculty members based on viewpoints of stakeholders and charles E. Glassick's scholarship principles. Hormozgan Med J. 2010;14(3):167-76. [In Persian]
- Adhami A, Haghdoost AA, Shakibi M, Noohi E. Determining valid criteria for evaluating clinical and theoretical teaching of the faculty of Kerman University of Medical Sciences. Iran J Med Educ. 2001;1(2):24-30. [In Persian]
- Shakour Nia AH, Motlagh ME, Malayeri AR, Jahan Mardi AR, Komeili Sani H. Jondi Shapour University of medical sciences students` view points about effective factors on teacher evaluation. Iranian J Educ Med Sci. 2005;5(2):101-10. [In Persian]
- Jannuzi C, Matsubara K. Team teaching and its possible effects on students attitudes and motivation. Memoirs of Fukui University of Technology. 1994;24(2):77-86.
- Goetz K. Perspectives on team teaching a semester i independent inquiry. A Peer Reviewed J. 2000;1(4).
- Haghighi J, Kh , Abdollahib K. On the Efficacy of team teaching and station teaching in the enhancement of students’ reading comprehension in an EAP situation. Procedia - Soc Behav Sci. 2014; 98: 882 – 90.
- hanoverresearch. The effectiveness of the Co-teaching model. [cited 2012 Mar 8]. Available from: http://www.hanoverresearch.com/wp-content/uploads/2012/05/Effectiveness-of-Co-Teaching-Membership.pdf
- Bean, E. (dissertation). Including teachers in inclusion: The forgotten component. Ed.D. Delaware: University of Delaware, United States; 2012.
- Murawski WW. Student outcomes in co-taught secondary English classes: How can we improved?. Reading & Writing Quarterly. 2006; 22: 227-47.
)