@2024 Afarand., IRAN

---

ISSN: 2228-5468    Education Strategies in Medical Sciences 2015;8(1):1-6

Background
… [1-4] Effective teaching is more important than other factors in the academic achievement of students [5-7]. Effective teaching should be regular and motivating and should stimulate interest in the students [8].The domain of skills that determine the effectiveness of teacher work include technical competence and qualifications, professional qualification and personal qualifications [9]. ... [10-12]
Previous Studies
The viewpoints of students and teachers about parameters of effective teaching are different [13-15]. The criteria of a good teacher in view of students and faculty members are similar, and the most important parameters in view of both groups, are mastering the course content and having the power of conveying words and explaining materials [16]. Priorities for effective teaching in the viewpoint of the students and faculty members are the domains of scholarship and communication [7]. Aspects of teaching methods, power of communication, scholarship and personality are respectively the most important aspects of effective teaching [5]. The most important aspects of effective teaching from the viewpoint of instructors were scholarship, teaching method and power of communication, respectively. And from the view of the students they were power of communication, teaching method, personality, and scholarship [12].
Aim(s)
The aim of the present study was to prioritize and compare the effective teaching parameters from the viewpoint of instructors and students.
Research type
This is a cross-sectional study.
Research society, place and time
Instructors and students of Schools of Nursing, Midwifery, Health, Para-medicine and Medical Sciences at Sabzevar University of Medical Sciences (Iran) were studied in the academic year 2012-2013.
Sampling method and number
The least sample size for the students’ group was evaluated 350 subjects based on other conducted studies. 385 students were studied according to the classification of their field of study (Nursing, Midwifery, Health, Operating room and Anesthesia, Emergency Medicine and Medical Sciences) and simple randomization. The sampling method to choose instructors was census and 60 instructors were chosen. Considering the totality of the research in evaluating the viewpoints, all members of the faculty who had the required criteria entered the study. In the case of students, the semester was considered as an inclusion criteria and the students of the first semester were excluded.
Used devices&materials
The assessment tool was a bipartite questionnaire; the first part was for personal characteristics and the second part was related to prioritization of the most important effective teaching parameters in four areas including scholarship, teaching methods, the power of communication and personality. The questionnaires were completed using a self-report method. The more effective parameter from the perspective of research unit was given one point, and the next ranks were given 2 or 3 scores respectively and so on. Content validity was evaluated through a survey from experts. These questionnaires have been used in other similar studies [5-7, 10]. To determine reliability, Test-retest method and Measuring Correlation Coefficient was used. The collected data were analyzed by SPSS 15 software using Descriptive and Inferential statistics (Chi-square test). To calculate the percentage of each parameter, the sum of scores for each parameter was calculated and the percentage of its score (the maximum possible score) was determined. Comparison between the instructors and students’ viewpoints about each parameter of effective teaching was carried out using Chi-square test.
Findings by Text
Faculty members were 60 patients with mean age 39.4± 7.4years and mean teaching experience 11.1± 6.8years, of whom 44 persons (73.3 %) were male, 50 (83.3%) had MA. 34 persons (56.7%) had a degree in nursing, 52 (86.7%) were instructors and 54 (90%) were the official or contractual members of the faculty. The number of students were 385 with a mean age 20.8± 1.9years, of whom 217 persons (56.4%) were female, 107 (27.8%) were nursing students, 262 (68%) were undergraduate and 130 (33.8 %) were studying in the third semester. In the student’s group and in scholarship, 246 students (63.9%) chose knowledge; 120 students (31.2%) chose presentation of new material and 109 students (28.3 %) selected teaching experience; in teaching method, 219 students (56.9%) chose clear and simple transfer of materials, 118 students (30.6%) chose innovation in teaching and 105 students (27.3%) selected stimulating students to do learning activities. In power of communication, 165 students (42.9%) selected justice in evaluation, 130 students (33.8%) selected the easy access of the instructor outside the class, and 107 subjects (27.8%) chose re-explanation of materials and 102 subjects selected attention to the students’ feelings; in personality, 216 students (56.1%) selected simple and explicit expression, 144 (37.4%) selected respectful treatment with the students and 143 (37.1%) selected determination and self-confidence as the most important parameters respectively. In instructors’ group, also, in scholarship, 43 instructors (87.8%) selected knowledge, 20 (40.8%) selected presentation of new materials, and 15 (30.6%) selected teaching experience; in teaching method, 39 (79.6%) selected clear transmission of materials, 28 (57.1%) selected classroom management and 20 (40.8%) selected stimulating students to do learning activities; in the power of communication, 23 (46.9%) selected justice in the evaluation, 22 (44.9%) selected giving motivation to the students to cooperate in the discussions and 12 (24.5%) selected identification of students’ personal differences and attention to that; in personality, 36 (73.5%) instructors selected simple and clear expression, 32 (65.3%) selected interest in teaching and enjoyment of working with the students and 23(46.9%) selected having respectful talk with the students as the most important parameters in effective teaching. There were significant differences between the viewpoints of the instructors and students in knowledge (scholarship domain), teaching design (teaching method domain), easy access to the teacher out of the classroom (power of communication domain), giving motivation to students to participate in the discussion (power of communication domain) and re-explanation of the materials (power of communication domain). There was no significant difference between the viewpoints of the instructors and the students in all the characteristics of the personality domain. There was a significant relationship between the gender of students with the priorities in appropriate appearance and sense of humor. No significant correlation was observed between other demographic characteristics of students and instructors and prioritization of effective teaching parameters.
Main comparison to the similar studies
According to the students and instructors, the most important parameters in the domain of scholarship were knowledge, presentation of new contents and teaching experience. According to the students in the areas of scholarship, knowledge, providing new content and having teaching experience are the most important features [5]. This result is consistent with the results of this study. Updated delivery of content and teaching experience is the most important priorities [7]. There is a positive correlation between the teaching experience of instructors and the main skills in teaching process [7, 12]. In the teaching method, transparent transmission of content, creativity and innovation in teaching, and giving motivation to students were important priorities from the viewpoint of the students. In View of instructors, in addition to the properties of clear transfer of contents and creating innovation in students, proper management of class was, also, recognized as an important priority. This result is in accordance with other studies [12]. Clear expression and the power of clear explanation for students’ understanding and effectiveness of instructor in comprehensive motivation were the most important factors in successful and effective teaching [5, 7, 16]. … [17, 18] The development of lesson plan, in addition to facilitating teaching methods, persuades students to participate in learning discussions [19]. From the view of the instructors, classroom management is one of the important priorities. In classroom management, lesson planning, arrangement of seats based on the nature of the course, on-time presence of the students and the instructor in classroom, clear instruction for the activities and assignments and the utilization of appropriate teaching aids are effective in organization and management of the classroom [20]. In the field of power of communication, the parameter of justice in evaluation, easy access to the instructor and attention to the students’ feelings were important priorities from the viewpoints of the students. Students give priority to the instructor’s power of community in terms of cooperation in discussions and easy access to the instructor [12]. This result is in accordance with the current research. In the power of communication, the most important characteristics are the student’s participation in the discussions, friendly relationship with the student and justice in the evaluation [5].From the viewpoint of the instructors, justice in evaluation, giving motivation in the students, identifying the individual differences of students were the priorities in this area. Communication is one of the most important characteristics in the effectiveness of a good instructor [21].There is a correlation between the power of communication and the main skills and teaching experience of the instructor [13]. In personality, clear and simple expression, interest in teaching and enjoying working with students as well as a respectful tone (from the viewpoint of the instructors), and clear and simple expression, a respectful tone and confidence (from the viewpoint of students) were the most important priorities. The results are in accordance with other studies [5]. No significant correlation was observed between some of the students and teachers’ demographic characteristics and the parameter priority. The result is inconsistent with some studies. There is a significant correlation between gender and teachers’ attitudes [12]. There is no significant correlation between gender and students’ opinion [21]. There is no correlation between demographic characteristics and parameters of effective teaching [5]. … [22]
Suggestions
To identify the parameters of effective teaching as well as the evaluation methods of the instructors, priorities specified by the students and the teachers should be considered.
Limitations
Lack of a similar tool to study the subject of the research was one of the limitations of this study.
Conclusions
From the viewpoints of the teachers and the students, the parameters of knowledge, clear transfer of materials, justice in the evaluation and simple and clear expression, have the highest priorities in scholarship, teaching method, power of communication and personality, respectively. In comparing the priorities in each domain, there are differences in some parameters between the viewpoints of the teachers and the students.
Acknowledgments
The Deputy of Research and Technology Development Center of Medical Sciences, Sabzevar University of Medical Sciences and the participants are appreciated.
Conflict of interest
Non-declared
Ethical Permissions
This study has been approved by Ethical Committee of Sabzevar University of Medical Sciences.
Funding Sources
This study was funded by Deputy of Research and Technology of Sabzevar University of Medical Sciences.