Abolfzal Zendedel, Khatereh Anbari, Zainab Abdollahi, Mohammadreza Gholami,
Volume 7, Issue 15 (Autumn 2014)
Abstract
Background and Objective: Affective factors teaching and learning can improve the quality of education and educational evaluation to determine the success rate in achieving goals of the faculty. This study examines the views of Lorestan University of Medical Sciences faculty about the practices, processes and quality of teaching performance in 2013.
Material and methods: This study is a descriptive cross sectional study. The questionnaire was based on likert 5 point scale. The questionnaire consisted of three parts of the evaluation process evaluation (9 items) ˛ different methods of teacher evaluation (11 items) and evaluation criteria (24 items). All faculty members, Lorestan University of Medical Sciences, (108 patients) were studied through a questionnaire. Data were analyzed by SPSS 17 software.
Result: 72.9% of teachers agreed with the assessment of teaching quality. 19.6% of teachers satisfied from the current trends teaching evaluation. 35.5% of teachers have low evaluation of the impact on their teaching process. 43.3% of teachers moderate effectiveness as an indicator of teaching quality evaluation forms. 41.9% deemed necessary awareness of evaluation results to modify their teaching practices. The highest and lowest scores in teacher evaluation criteria related to motivate students to study and research and introduce students to the texts and educational pamphlets, respectively.
Conclusion: The majority of teachers were agreed with teaching evaluation forms as well as the majority stated that the quality of teaching evaluation forms is to be moderate. It is suggested that educational authorities at various levels of training to run a more detailed plan to further steps towards quality education.
Dr Nasrin Kamali, Dr Zakiyeh Amini, Dr Farkhonde Asadi, Dr Sara Mohammadi, Dr Kasra Khatib, Dr Sepideh Gholami,
Volume 17, Issue 55 (6-2024)
Abstract
Background & Objective: The learning environment plays a vital role in shaping a student's academic success and overall satisfaction. In this study, we aimed to evaluate the impact of the educational climate in the Operating Room (OR) on the moral distress experienced by operating room technology students.
Material & Methods: In 2022, we conducted a descriptive-analytical study on 58 undergraduate operating room technology students from North Khorasan University of Medical Sciences. We utilized purposeful sampling in the form of a census from qualified academic departments. To collect information, we used three questionnaires: one for demographic information, one for IMOTEC, and one for moral distress. We analyzed the data using independent t-tests, one-way analysis of variance, and Pearson's correlation coefficient, as well as multiple linear regression analysis at a 95% confidence level using SPSS 26 software.
Results: The mean score for the OR educational climate was 71.14 ± 12.01. The rate of moral distress was measured in severity and frequency dimensions, with scores of 1.87 ± 1.08 and 1.79 ± 0.94, respectively. We found a significant inverse relationship between the mean of the educational environment and the severity (p < 0.001) and frequency (p < 0.05) of moral distress.
Conclusion: Given that the educational climate is one of the key factors affecting moral distress, it appears that enhancing the educational climate in the OR environment can play a significant role in reducing the moral distress experienced by students.
