کیفیت برنامه های آموزشی دانشکده ی توانبخشی دانشگاه علوم پزشکی جندی شاپوراهواز از دیدگاه اعضای هیأت علمی

نویسندگان

چکیده

پژوهش حاضر با هدف ارزیابی کیفیت برنامه های آموزش توانبخشی دانشگاه علوم پزشکی جندی شاپور اهواز از دیدگاه اعضای هیئت علمی انجام گرفت. این پژوهش از نوع توصیفی- مقطعی بود. جامعه ی آماری اساتید دانشکده ی توانبخشی دانشگاه جندی شاپور اهواز بود. ابزار گردآوری داده ها پرسشنامه ی محقق ساخته بود که از دو بخش تشکیل می شد. بخش اول متغیرهای دموگرافیکی و بخش دوم ابعاد کیفیت آموزش را می سنجید. این ابعاد شامل 8 بعد ارزش علمی، یادگیری و کاربردی درس، اشتیاق مدرس به درس، روشنی و سازمان بندی مطالب، تعامل گروهی و مشارکت، در دسترس بودن مدرس، جامعیت مطالب آموزش داده شده، امتحان و نمره گذاری، مطالب خواندنی و تکالیف بود و از28 گویه تشکیل شده بود. پاسخ ها بر اساس مقیاس لیکرت امتیازبندی گردید. اعتبار ابزار گردآوری داده ها از طریق تحلیل محتوا تائید شد. در بررسی پایایی ابزار، آلفای کرونباخ 80/0 محاسبه شد. برای تحلیل داده ها از آمار توصیفی(فراوانی مطلق و نسبی) و آمار استنباطی (آزمون تی مستقل، ANOVA و آزمون تعقیبی Tukey) در SPSS20 استفاده گردید. یافته های پژوهش نشان دادند که 5 بعد از ابعاد کیفیت آموزش در دانشکده ی توانبخشی از نظر اساتید کاملاً مناسب و2 بعد دیگر آن نسبتاً مناسب برآورد شد. اما بعد آزمون و نمره گذاری نسبتاً نامناسب برآورد گردید. بین دیدگاه اساتید دارای سابقه ی خدمت کمتر از5 سال با اساتید دارای بیشتر از 15سال در بعد «جامعیت مطالب آموزش داده شده» تفاوت معناداری مشاهده شد P<0.006)). در دانشجویان گروه های توانبخشی که بخش عمده ای از آموزش آن ها عملی است نیاز به آزمون هایی مانند آسکی و داپس ضروری به نظر می رسد.

کلیدواژه‌ها


عنوان مقاله [English]

The Quality of Educational Programmefrom ViewPointof Faculty Members in Rehabilitation Faculty at Ahvaz JundishapurUniversity of Medical Sciences

نویسندگان [English]

  • Nishteman Ebrahimi
  • Farzad FarajiKhiavi
  • Shahin Goharpey
  • Mohammad Hossein Haghighizadeh
چکیده [English]

This study aimed to evaluate the educational quality of rehabilitati on programmeat Ahvaz Jundishapur University of Medical sciences from faculty members’point of view. Being a descriptive and cross-sectional research, the population included all faculty members from departmentsin school of Rehabilitation Sciences. In addition, data was gathered via aresearch-made questionnaire consisting of two sections; the first was about respondents' demographic characteristics, and the second was evaluating dimensions of education quality;it included 8 dimensions (Learning/Value-five items, Instructor Enthusiasm-four items, Organization-three items, Group Interaction-three items, instructor availability-??, Individual Rapport-three items, Breadth of Coverage-five items, Examinations/Grading-three items, Assignments/Readings-two items and 28 items thatwere scored by Likert scale. Moreover,the validity of the instrument of data collection was confirmed by using content validity, and to investigate the reliability of the instrument Cronbach's Alpha was run and calculated 0.80. Descriptive statistics (frequency, mean and standard deviation) and inferential statistics (ANOVA and independent t Test and Tukey) were performed for data analysis using SPSS 20. The findings eventually showed that 5 estimated dimensions were quite appropriate and 2 other dimensions were considered appropriate, while the dimension of testing and scoring were perceived relatively inappropriate among educational quality dimensions from of faculty members’ viewpoint. In addition, mean scores of viewpoints from faculty members who served less than 5 years and those who served more than 15 years showed a significant difference in comprehensiveness ofeducational materialsdimension (P<0.006). Hence, it can be concluded that as the majorityof the educations inrehabilitation departmentsarepractical, therefore, performing more practical evaluation methods such as OSCE and DOPS seems necessary.

کلیدواژه‌ها [English]

  • The Education Quality
  • Jundishapur University of Medical Sciences
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