Paper Information

Journal:   IRANIAN JOURNAL OF MEDICAL EDUCATION   FALL 2007-WINTER 2008 , Volume 7 , Number 2 (18); Page(s) 249 To 255.
 
Paper: 

COMPARING THE FACTORS RELATED TO THE EFFECTIVE CLINICAL TEACHING FROM FACULTY MEMBERS' AND STUDENTS' POINTS OF VIEW

 
 
Author(s):  HASAN ZAHRAEI R., ATASH SOKHAN G.*, SALEHI SHAYESTEH, EHSANPOUR S., HASANZADEH AKBAR
 
* DEPARTMENT OF MIDWIFERY, SHAHROUD SCHOOL OF MEDICAL SCIENCES, HAFTE TIR SQUARE, SHAHROUD, SEMNAN, IRAN
 
Abstract: 

Introduction: Teaching and learning are interdependent in educational process. Teaching effectiveness, therefore, is to be investigated both from teachers' and learners' viewpoints in order to achieve a better education. This study was conducted to determine and compare the factors related to effective clinical education from teachers' and students' viewpoints in School Of Nursing and Midwifery in Isfahan University of Medical Sciences.
Methods: In this descriptive cross-sectional study, the population under the study was 53 faculty members and 118 senior students selected through purposeful sampling. The research environment consisted of teachers' offices, hospitals, and clinical centers affiliated to Isfahan University of Medical Sciences. The data gathering tool was a researcher made questionnaire consisted of two parts of demographic features and factors related to clinical education which contained 5 general areas of individual features of the learner, clinical teacher, clinical environment, educational planning, and clinical evaluation. Questions related to each of these areas were scored based on a five point Scale. The questionnaires were distributed anonymously and gathered after one week. The data was analyzed by SPSS software.
Results: Mean of the scores in areas of factors related to the individual features of the learner, clinical teacher, clinical environment, and educational planning were above 4 and only in the area of clinical evaluation it was 3.95±0.81 out of the total score 5. T-test results for four before mentioned areas were 0.46, 0.45, 0.53 and, 1.39, respectively and it was 0.38 for evaluation area which revealed no significant difference.
Conclusion: Regarding the agreement of faculty members and students on the importance of these factors in clinical education, it is recommended to apply all these factors in order to promote the quality of clinical education.

 
Keyword(s): EFFECTIVE CLINICAL EDUCATION, CLINICAL ENVIRONMENT, EDUCATIONAL PLANNING, CLINICAL EVALUATION
 
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