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Study academic staff of Lorestan University of Medical Sciences point of view about the methods, processes and Quality criteria of teaching performance in 2013
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.
Perception of undergraduate dental students from digital learning vs conventional learning: A systematic review and meta-analysis
Dr Masoumeh Ebrahimi, Dr Alireza Sarraf Shirazi, Dr Taraneh Movahhed, Dr Fariba Ghanbari,
Volume 15, Issue 48 (2-2023)
Abstract
Background & objective: This study aimed to compare the perception of undergraduate dental students from digital, blended, and conventional learning experiences.
Methods: A search of the literature was performed in PubMed, Cochrane, Scopus, Web of Science, and Embase databases for relevant articles, yielding 3541 articles. After removing the duplicates, and assessing the abstract and full text of the articles, 23 randomized clinical trials (RCTs) were systematically reviewed. The quality of articles was analyzed by ROB2. 15 articles underwent meta-analysis. Using Comprehensive Meta-Analysis software and random-effect model, 4 main outcomes of self-reported acquired knowledge, self-reported acquired competence, satisfaction level, and usefulness of learning were compared among the E-learning, blended, and conventional groups. The standardized mean difference (SMD) was calculated. The GRADE approach was used to analyze the certainty of evidence.
Results: Twenty-three articles were systematically reviewed, and 15 articles underwent meta-analysis. In quantitative analysis, 13 studies had a high risk of bias and 2 had some concern risk of bias. No significant difference was found among the E-learning, blended and conventional learning in self-reported acquired knowledge (SMD=0.19, 95% CI: -0.20-0.58, P=0.34), self-reported competence (SMD=-0.07, 95% CI: -0.57-0.43, P=0.77), satisfaction level (SMD=0.05, 95% CI: -0.42-0.31, P=0.77) or usefulness of learning (SMD=0.28, 95% CI: -0.72-0.15, P=0.2).
Conclusion: No significant difference was noted among the E-learning, blended and conventional groups in self-reported acquired knowledge and competence, satisfaction level and usefulness of learning according to the opinion of undergraduate dental students. However, considering the low level of evidence, the results should be interpreted with caution.
 

Description of the experiences of faculty members from knowledge-enhancing workshops at Ahvaz Jundishapur university of medical sciences: A qualitative study
Mr Ayyub Mojaddami, Mr Akbar Babaei Heydarabadi, Mr Arash Salahshouri, Mr Mohammad Amin Habibi, Mr Saeed Ghanbari, Mr Kaveh Eslami, Mr Abdolhossein Shakurnia, Mrs Elham Karbul, Mojde Ebrahimpour,
Volume 16, Issue 49 (3-2023)
Abstract
Background & Objective: Despite the fact that knowledge enhancement workshops are held in medical sciences universities of the country, studies have shown that the status of programs and activities related to these workshops have not been evaluated. In this regard, the present study aimed to describe the experiences of faculty members from knowledge enhancement workshops held at Ahvaz Jondishapur University of Medical Sciences, Ahvaz, Iran.
Materials & Methods: This inductive qualitative study was performed based on conventional content analysis from October 2021 to May 2022. The required data were collected through 18 in-depth semi-structured and in-person interviews with 16 faculty members of Ahvaz Jondishapur University of Medical Sciences. Participants were selected by purposive sampling method and the sampling continued until data saturation. The data were analyzed in MAXQDA software (version 10) using the Braun and Clarke method.
Results: The interviews were divided into more than 401 open codes, 31 subcategories, 14 categories, and 2 main categories (themes). The themes that emerged included "challenges and weaknesses" and "solutions to improve the workshops". The theme of challenges and weaknesses was divided into eight categories, including the topic needs assessment, appropriateness of the content, methods of holding and teaching, registration in workshops, the time of workshops, the place of workshops, evaluation methods, and instructors of workshops. Moreover, the theme of solutions was divided into six categories, namely improvement of the selection process of instructors, usage of the capable and expert selection process of instructors, improvement of the topic needs assessment methods, modification of content matters, facilitation of information channels, and improvement of the categorization evaluation system.
Conclusion: The main goal of knowledge enhancement workshops is to improve the abilities of professors. Therefore, paying attention to the challenges, weaknesses and providing solutions can improve the quality of these workshops and also encourage the faculty members to participate in them.
 

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