شناسایی و سطح‌بندی عوامل مؤثر بر تدریس اثربخش در دانشگاه‌های علوم پزشکی بر مبنای مدل‌سازی ساختاری تفسیری (مطالعه‌ی موردی: دانشگاه شهید صدوقی یزد)

نوع مقاله: مقاله پژوهشی

نویسندگان

1 عضو هیأت علمی، گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، بابلسر، ایران.

2 عضو هیأت علمی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران.

3 عضو هیأت علمی، گروه علوم تربیتی، دانشگاه آزاد واحد اردکان، اردکان، ایران.

چکیده

با توجه به جایگاه آموزش و تدریس در دانشگاه­های علوم پزشکی، پژوهش حاضر با هدف شناسایی و سطح­بندی عوامل مؤثر بر تدریس اثربخش در دانشگاه­های علوم پزشکی بر اساس مدل­سازی ساختاری تفسیری صورت گرفت. روش پژوهش، مطالعه موردی و به منظور تجزیه و تحلیل داده­ها از تکنیک مدل­سازی ساختاری تفسیری جهت سطح­بندی عوامل و دسته­بندی آنها استفاده شد. مشارکت­کنندگان در پژوهش را اعضای هیأت علمی دانشگاه علوم پزشکی شهید صدوقی یزد تشکیل می­­دادند که از بین آنها 9 نفر به عنوان متخصص در حوزه آموزش پزشکی انتخاب شدند. ابزار گرد­آوری داده­ها، پرسش­نامه محقق­ساخته بود و روایی محتوایی آن توسط متخصصان آموزش پزشکی به تأیید رسید. یافته­ها نشان داد که 10 عامل، از جمله تسلط مدرس بر موضوع، بیان انتظارات آموزشیِ روشن، قدرت رهبری و اداره کلاس، مشارکت فعال دانشجویان در فرایند تدریس به عنوان عوامل مؤثر بر تدریس اثربخش در دانشگاه علوم پزشکی به حساب می­آیند. همچنین تحلیل سطح­بندی عوامل نشان داد که دارای 7 سطح می­باشد که از عمیق­ترین و تأثیر­گذارترین سطح به سطحی­ترین و تأثیر­پذیرترین سطح عوامل در مدل نشان داده شده است. بر این اساس؛ از آنجایی که تدریس اثربخش به عنوان یکی از رسالت­های دانشگاه­های علوم پزشکی به حساب می­آید، توصیه می­شود تا مدرسان در فرایند تدریسِ خود عوامل مورد نظر را در نظر بگیرند.

کلیدواژه‌ها


عنوان مقاله [English]

Identifying and leveling the Factors Influencing the effective teaching in Universities of Medical Sciences based on Interpretative Structural Modeling (Case Study: Shahid sadoghi University of Medical Sciences)

نویسندگان [English]

  • Meimanat Abedini baltork 1
  • Sirus Mansoori 2
  • Hamidreza Kamali Ardakani 3
1 Faculty member, Department of Education, Faculty of Humanities and Social Sciences, University of Mazandaran, Babolsar, Iran.
2 Faculty member, Department of Education, Faculty of Human Sciences, Arak University, Arak, Iran.
3 Faculty member, Department of Education, Ardakan Branch of Azad University, Ardakan, Iran.
چکیده [English]

The purpose of this study was to identify and leveling the factors affecting the effective teaching in Shahid Sadoghi University of Medical Mciences based on interpretive structural modeling. In the present study, research method for categorizing factors was structural interpretation modeling. The statistical population of the study consisted of faculty members at Shahid Sadoughi University of Medical Sciences, and then among them, 9 faculty members were selected as research sample. The data collection tool was a self-interactive questionnaire (ISM); then, content validity was confirmed by medical education specialists. After data analysis, the results showed that 10 factors; teacher’s mastery over the subject, articulation of clear educational expectations, leadership and classroom management, and student active participation in the teaching process are among the factors influencing effective teachingwere considered as factors affecting the effective teaching at Shahid Sadoughi University of Medical Sciences. Also, factor analysis exhibited that this model had 7 levels that determined from the deepest and the most influential level to the most surface level and effective superfacial of effective implementation of electronic learning in the model. Regarding the identification of 10 factors and determining the level of importance and their impact on the effective learning in the medical sciences university, faculty members of medical universities should consider and apply them.

کلیدواژه‌ها [English]

  • effective teaching
  • medical education
  • Interpretive structural modeling
Adhami A, Reihani H, Fattahi Z, et al 2005, Comparison of Student assessment of educational performance of the faculty with the teachers’ self assessment in Kerman University of Medical Sciences, Strides in Development of Medical Education, vol.2, no.3, pp.25-32. [In Persian]
Azar A, Khosravani, F 2016, Soft Operations Research (Problem Structuring Approaches), Industrial Management Institute, Tehran [In Persian]
Bandiera O, Larcinese V, Rasul I 2010,Heterogeneous Class Size Effects: New Evidence from a Panel of University Students, The Economic Journal, vol.120, no.549, pp. 1365–98
Beyren baom, R 2005, How collages work: The cybernetics of academic organization and leadership. Translated by Hamidreza Arasteh, institute of research and planning in higher education, Tehran.[In Persian]
Chalkley B, Fournier EJ, Hill, AD 2000, Geography teaching in higher education: quality, assessment, and accountability, Journal of Geography in Higher Education, vol.24, no.2, pp. 238-245.
Conway-Gòmez, K 2011, iscussing the Geography of Sustainable Development through an International Online Collaboration with Students in Chile and the USA, Journal of Geography in Higher Education, vol.35, no.2, pp.265-279.
Delaram, M 2006, Clinical education from the viewpoints of nursing and midwifery students in Shahre-e-Kord University of Medical Sciences, IJME, vol.6, no.2, pp. 15-21. [In Persian]
Denson N, Loveday T, Dalton H 2010, Student evaluation of courses: what predicts satisfaction?. Journal Higher Education Research & Development, vol.29, no.4, pp.339-56.
Devlin M, Samarawickrema, G 2010, the criteria of effective teaching in a changing higher education context, Higher Education Research & Development, vol, 29, pp. 111-24.
Eslamian H, Mirshah Jafari SE, Neyestani MR 2017, investigating the Effect of Teaching Aesthetic Skills to Faculty Members on Development of Their Effective Teaching Performance, Journal of Teacher Education for Sustainability, vol.19, no.2, pp.90-106
Farmahini Farahani M, Ziaeiyan Alipour F 2012, Faculty members’ teaching quality based on the Mycourse scale from the student’s viewpoint, Bimonthly Educ Strateg MedSci, vol.5, no.3, pp.157-61. [in Persian]
Feldman, KA 1984, Class size and college students' evaluation of teachers and courses: A closer look, Research in Higher Education, vol.21, no.1,pp. 45-116.
Ghanchi M, Hosseini SM, Hejazi,Y 2012, Identification and ranking of factors explaining the quality of teaching from the viewpoint of faculty members of agricultural campuses of Tehran University, Journal of Agricultural Extension and Education Research, vol.5, no. 3, pp. 31-40.
Hubackova, S 2015, Factors Influencing the Quality of Teaching and the Foreign Language Knowledge, Procedia-Social and Behavioral Sciences, vol.197.
Jaefari, M 2005, factors Affecting on the Effective Teaching, Doctoral dissertation, Islamic Azad University, Science and Research, Tehran Branch.
Kerman Saravi F, Navidian A, Navabi Rigi ShD 2011, Nursing student and teachers' viewpoints toward priorities in teachers evaluation, Iran Journal Nursing, vol.24, no.72, pp.18-28. [in Persian]
Khadivi A, Seyyedkalan SM, Hasanpour, T, et al 2018, Investigating the Factors Affecting the Quality of Education and Teaching in Farhangian University (Case Study: Campuses of Ardabil Province), Instruction and Evaluation, vol.11, no. 42, pp. 161-185 [In Persian].
Maerufi Y, Kiamanesh A, Mehrmohammadi, M 2007, Evaluation of teaching quality in higher educatin:  investigating of perspectives, Curriculum studies journal, vol.1, no.5. [In Persian]
Marsh, HW 1984, Students' evaluations of university teaching: Dimensionality, reliability, validity, potentialbiases, and utility, Journal of Educational Psychology, vol.76, no.5, pp. 707-754.1984
Mazaffari N, Mohammadi MA, DadKhah, B 2010, Characteristics of Effective Teaching from Students' Viewpoint in Ardabil University of Medical Sciences, Journal of Nursing and Midwifery Faculty, vol.12, no. 1, pp.61-69.
Moezi M, Shirzad H, Zamazad B, 2010, Evaluation process in viewpoints of academic staff and students in Shahrekord University of Medical Sciences, Journal of Shahrekord Univ Med Sci, vol.11, no.4, pp.63-75 [In Persian].
Mohaddesi H, Feizi A, Salem, R 2012, A Comparison of Teachers and Students Opinions Toward Effective Teaching Standards in Urmia University of Medical Sciences, Journal of Urmia Nurs Midwifery Faculty, vol.9, no.6. [In Persian].
Mohelská H,  Sokolová, M 2014,  Effectiveness of using e-learning for business disciplines: The case of introductory management course, Business Administration and Management, vol.5, no.1, pp. 82-92
Ramsden, P 1991, A performance indicator of teaching quality in higher education: The Course Experience Questionnaire, Stud High Educ, vol.16, no.2, pp.129-50.
Rueda, M 2002, How to make e-learning work for your company, Workspan, vol.45, no.12, pp.3-50.
Safari, S 2009, Designing a faculty assessment system within the framework of their competency development: Shahid Beheshti University, Doctoral dissertation, Faculty of Psychology and Educational Sciences  [In Persian].
Siabani S, Moradi MR, Siabani H, et al 2009, Students’ view points on the educational problems in Medical School of Kermanshah University of Medcial Sciences 2007, Journal of Kermanshah Univ Med Sci, vol.13, no.2. [Persian]
Singh SR, Pai DK, Sinha N, et al 2013, Qualities of an effective teacher: what do medical teachers think?, BMC Medical Education, vol.13, pp.1-7
Slate JR, LaPrairie KN, Schulte DP, et al    2011,  Views of effective college faculty: a mixed analysis,  Assessment & Evaluation in Higher Education , vol. 36, no.3, pp.331-346.
Spooren P, Brockx B, Mortelmans D 2013, On the Validity of Student Evaluation of Teaching: The State of the Art, Review of Educational Research, vol.83, no.4, pp. 598-642
Stes A, Min-Leliveld M, Gijbels D,  et al 2010, The impact of instructional development in higher education: The state-of-the-art of the research, Educational Research Review, vol.5, no.1, pp.25-49.
Thomas S, Ting Chie Q, Abraham M, et al 2014, A Qualitative Review of Literature on Peer Review of Teaching in Higher Education: An Application of the SWOT Framework,  Review of Educational Research, vol.84, no.1, pp.112-159.
Vahabi A, Sayadi M, Shahsavari S, et al 2006, Study of characteristics of good teacher from the viewpoint of Kurdistan University of Medical Science, 8th Congress on Medical Education. Kerman: Kerman University of Medical Sciences, pp. 175-6. [In Persian].
Warfield, JN 1974, Toward interpretation of complex structural models, IEEE Transactions on Systems, Man, and Cybernetics, vol.5, pp. 405-419.
Yamani M, Bahadori Hesari, M 2008, Comparison of Some Factors Affecting the Quality of Education in Bachelor's Degrees in Shahid Beheshti & Sharif University of Technology, Iranian higher education journal, vol.1, no.1, pp. 57-80 [In Persian].
Young S, Shaw, D 1999, Profiles of effective college and university teachers, Journal of Higher Education, vol.70, no.6, pp.670-686.
Yun-Chen H, Shu-Hui, L 2014, Assessment of Charisma as a Factor in Effective Teaching, Journal of Educational Technology & Society, vol.17, no.2, pp.284-295.
Zaboli RA, Malmoun Z, Hassani, M 2014, Relationship of Factors Affecting the Quality of Teaching: Structural Equation Modeling, Education Strategy Med Sci, vol.7, no.5, pp.315-321 [In Persian].
Ziaee M, Miri M, Haji-abadi M,  et al 2007, Academic staff and students' impressions on academic evaluation of students in Birjand University of Medical Sciences and Health Services, J Birjand Univ Med Sci, vol.13, no.4, pp.9-15. [In Persian]