| dc.creator |
Mitra Amini |
|
| dc.creator |
Sahar Samani |
|
| dc.creator |
Farhad Lotfi |
|
| dc.date |
2012-12-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:13:41Z |
|
| dc.date.available |
2015-07-20T22:13:41Z |
|
| dc.identifier |
10.5681/rdme.2012.009 |
|
| dc.identifier |
2322-2719 |
|
| dc.identifier |
https://doaj.org/article/d4adb95d7b7f4bbf883f17d661f5f4a8 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/16236 |
|
| dc.description |
Introduction: Teaching and training are the basic responsibly of a faculty member. One of the fundamental problems of education in the universities is not having a criterion to identify the effective teaching styles. The aim of this study was to determine Grasha teaching method among the faculty Members in Shiraz Medical School. Methods: this descriptive, cross- sectional study was done on 100 faculty members who were selected by census sampling method. Data collection method was Grasha questionnaire which contains 40 questions in 5 sections. Data were analyzed by SPSS 18. Results: All questionnaires were completed. The age range was from 32 to 65 and the mean age was 46. 57% were male. There were 27 PhD, 35 specialists and 38 subspecialists. The highest average score belonged to “Expert” method (2/66±0/55) and the lowest to “Personal” (2± 0/76). 96% of the academic staffs were inclined to “Expert“ method and %97, %83, %78, %80 to “Formal", “Personal", “Delegator“ and “Facilitating“ methods, respectively. There was no significant difference between male and female, but in “Expert” method, the average of females was superior. %77 was under 50 years and %23 over 50. There was no significant difference between elder and younger academic members. No significant difference was found in terms of university degree. Conclusion: This study suggested academic members are inclined to use "Expert” and Delegator methods. Therefore, it is necessary for the academic members to choose a method which creates intellectual excitement among the students through the clarity of teaching content and understanding among individuals that increase the efficiency of their methods. |
|
| dc.language |
English |
|
| dc.publisher |
Tabriz University of Medical Sciences |
|
| dc.relation |
http://journals.tbzmed.ac.ir/PDF/RDME/Manuscript/RDME-1-37.pdf |
|
| dc.relation |
https://doaj.org/toc/2322-2719 |
|
| dc.source |
Research and Development in Medical Education, Vol 1, Iss 2, Pp 37-43 (2012) |
|
| dc.subject |
Grasha method |
|
| dc.subject |
Training |
|
| dc.subject |
Teaching method |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
Reviewing Grasha Teaching Methods among Faculty Members of Shiraz Medical School |
|
| dc.type |
article |
|