@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;6(4):195-200
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;6(4):195-200
Effective Factors on Communication between Teacher and Student; Medical Students of Basic Sciences Level View
ARTICLE INFO
Article Type
Original ResearchAuthors
Bahador H. ()Faraji Armaki A. (1)
Ghorbani R. (2)
Dehghani E. (3)
() Medical Education Department, Medicine Faculty, Tehran University of Medical Sciences, Tehran, Iran
(1) Advanced Skills Office, Technical & Vocational Training Organization, Tehran, Iran
(2) Social Medicine Department, Medicine Faculty, Semnan University of Medical Sciences, Semnan,, Iran
(3) Medical Education Department, Virtual School, Faculty of Medicine, Tehran University of Medical Sciences,, Tehran, Iran
Correspondence
Address: Room No. 250, Second Floor, Central Headquarters, Iran University of Medical Sciences, Shahid Hemmat Highway, Tehran, Iran.Phone: +982181633480
Fax: +982186702237
bahador44@gmail.com
Article History
Received: April 2, 2013Accepted: July 27, 2013
ePublished: December 15, 2013
ABSTRACT
Aims
The most important teaching skill is the teacher’s effective communication with the
student. Relationship between teacher and student in the classroom is of the human complex
relationships in which multiple factors are involved. The aim of this study was to consider the
effective factors on communication between teacher and student from the point of view of
medical students of basic medical science courses.
Materials & Methods This cross-sectional study was done among the students of basic medical sciences of Semnan University of Medical Sciences in 2012-2013 academic year and based on census method all 147 students were entered the study. To collect data, a researcher-made questionnaire was used, containing 24 questions in five main levels of “openness”, “empathy”, “supportiveness”, “positive attitude” and “equality” and the two sub-levels of “similarity and contrast” and “educational environment”. The collected data were entered to SPSS 16 software and were analyzed by the independent T and ANOVA tests.
Findings “To keep dignity and respect for the student by teacher” (3.60±0.83), “paying equal attention to all students by the teacher” (3.40±0.97) and accepting criticism by the teacher (3.38±0.95) were the most effective and “Teacher’s fellowship of religious principles (1.97±1.41), teacher’s sex (2.03±1.50) and teacher’s age (2.19±1.39) were the least effective factors on communication between teacher and student from the point of view of medical students of basic medical science courses.
Conclusion The most effective factors on communication between teacher and students are “to keep dignity and respect for the student”, “paying equal attention to all students” and“accepting criticism and flexibility”.
Materials & Methods This cross-sectional study was done among the students of basic medical sciences of Semnan University of Medical Sciences in 2012-2013 academic year and based on census method all 147 students were entered the study. To collect data, a researcher-made questionnaire was used, containing 24 questions in five main levels of “openness”, “empathy”, “supportiveness”, “positive attitude” and “equality” and the two sub-levels of “similarity and contrast” and “educational environment”. The collected data were entered to SPSS 16 software and were analyzed by the independent T and ANOVA tests.
Findings “To keep dignity and respect for the student by teacher” (3.60±0.83), “paying equal attention to all students by the teacher” (3.40±0.97) and accepting criticism by the teacher (3.38±0.95) were the most effective and “Teacher’s fellowship of religious principles (1.97±1.41), teacher’s sex (2.03±1.50) and teacher’s age (2.19±1.39) were the least effective factors on communication between teacher and student from the point of view of medical students of basic medical science courses.
Conclusion The most effective factors on communication between teacher and students are “to keep dignity and respect for the student”, “paying equal attention to all students” and“accepting criticism and flexibility”.
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