ARTICLE INFO

Article Type

Original Research

Authors

Sobhani Nejad   M. (1 )
Najafi   H. (* )
Jafari Harandi   R. (2 )
Farmahini Farahani   M. (1 )






(* ) Educational Sciences Department, Human Sciences Faculty, Shahed University, Tehran, Iran
(1 ) Educational Sciences Department, Human Sciences Faculty, Shahed University, Tehran, Iran
(2 ) Educational Sciences Department, Literature & Human Sciences Faculty, Qom University, Qom, Iran

Correspondence

Address: Human Sciences Faculty, Shahed University, Across From the Imam Khomeini Holy Shrine, Beginning of Khalij-e-Fars Freeway, Tehran, Iran. Postal Code: 3319118651. Post Box: 18155-159
Phone: +98 2151212412
Fax: +982151212444
hnajafih@yahoo.com

Article History

Received:  August  25, 2014
Accepted:  December 20, 2014
ePublished:  February 4, 2015

BRIEF TEXT


Professional ethics is a collection of principles and standards which determines the behavior of individuals and groups in a professional structure. In other words, the code of ethics which is obtained from the professional job is called professional ethics [1]. … [2-8]. The purpose of the application of ethics in teaching is to form moral principles that will determine the responsibilities of professional instructors [9] … [10].

Teaching with professional ethics plays an important role in improving students' performance [11]…. [12] Professional and ethical markers of teaching were identified by MA students as teaching effectiveness, efficiency in delivery of content, professional interaction, attention to comprehensive development of students, respect for colleagues, appropriate discussion environment in the classroom, respect to class and, finally, evaluation [13]. Using the components of professional ethics in teaching can affect the quality of instruction [9, 14-21]. … [22]

The aim of this study was to investigate the ethics components of instructors` teaching from the students’ attitudes in Qom University of Medical Sciences.

This is a cross-sectional study.

All students (1600 persons) in Qom University of Medical Sciences, Iran, were studied in academic year 2013-2014.

155 students were selected using stratified random sampling method. Cochran formula was used to determine the sample size.

“Professional ethics of instructor`s teaching” questionnaire was used. The questionnaire had been designed through theoretical foundations and research records [23-30] in six general factors including personal characteristics (19 items), complete knowledge of content (7 items), mastery of different methods of teaching (5 items), standard evaluation (7 items), observing educational regulations (5 items), recognizing different aspects of learners (5 items), standard evaluation (7 items) and observing educational regulations (5 items). The response range was from very little (one score) to very high (5 scores). Formal and content validity was confirmed by 19 academic experts. The reliability of the questionnaire was determined through a pilot study (30 subjects) using Cronbach`s Alpha which was 0.92. The mean of total scores of items for each component was considered as the base. According to Five Likert Scales, the mid cut-off point was 3. Data was analyzed using SPSS 20 software, Descriptive Statistics and One-sample T-test (to compare between the sample mean value and the population mean value). The research markers were evaluated using Kolmogorov-Smirnov test.

96 participants (61.3%) were female and 60 (38.7%) were men. 46 (29.7%), 24 (15.5%), 30 (19.3%), 48 (31%), and 7 (4.5%) participants were from Public Health School, Nursing and Midwifery School, Medical School, Paramedical School and Dentistry School, respectively. There was a significant difference between overall mean score of instructors` professional ethics from the students’ attitude (3.54± 0.68), personal characteristics mean score (3.71± 0.74), complete knowledge of the content mean score (3.41±0.77), mastery of different methods of teaching mean score (3.36 ± 0.86), standard evaluation mean score (3.52± 0.83) and observing educational regulations mean score (3.64± 0.81) and the average level. Only in the components of recognizing different aspects of the learners (2.86± 0.68) there was no significant difference.

… [31] Teachers` professional ethics components were relatively good. The results of this study are consistent with other findings [3, 11, 13, 30-32]. The sample components have appropriate moral status [32]. The mean scores for teaching ethics and its components, including the effectiveness of course content, teaching effectiveness, dealing with sensitive issues, no different relationship with different students, fair evaluation, respect to the university, confidentiality and intellectual growth of students are appropriate from the view of nursing students [3].From the students’ approach, instructors` abilities during effective teaching is important [31]. Students emphasize teaching ethics and instructors’ observance of the ethical principles [30]. Efficiency in the delivery of the contents, proper discussion space, proper evaluation, and respecting the university regulation are approved [13].Observing ethical standards in teaching seems important [11]. The results of this study are not consistent with other studies in mastery of different methods of teaching and maintenance of appropriate classroom behavior [14], as well as complete knowledge of the content and mastery of teaching methods [17].

Similar studies should be conducted in other universities. Studies should be done on the factors effective on ethics improvement in higher education system.

Mere utilization of the questionnaire was of the limitations for the study.

From the students’ viewpoints, professional teaching ethics and its components in the teachers of Qom University of Medical Sciences are relatively good.

Researchers appreciate the cooperation of the Research Departments and the heads of the five schools in Qom University of Medical Sciences and the students who participated in this study.

Non-declared

Non-declared

Non-declared


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