Showing 5 results for Competence
Esmail Jafari, Abasalt Khorasani, Hamid Abdi,
Volume 10, Issue 26 (9-2017)
Abstract
Background and Objective: Classroom management is key factor in achieving to effective teaching-learning process. There are several factors involved in the management of the classroom by faculty members. The purpose of this study was to investigate the structural model of competence, self-efficacy related to classroom management, and classroom management attitudes in the faculty members of Isfahan University of Medical Science at 2013- 2014 academic years.
Materials and Methods: This research was descriptive-correlational and the subjects consisted of 92 faculty members. Instruments were Perceived Self-Efficacy in Classroom Management scale (Emmer and Hickman ,1991), Teacher Competency Scale (Seker et al, 2004), and the Attitudes and Beliefs on Classroom Control (ABCC) Inventory (Martin et al., 1998) that distributed among faculty members through proportional stratified sampling. Data were analyzed by correlation, regression analysis and structural equation modeling using SPSS 22 and Amos 22 software.
Results: Results showed a significant correlation between competence, self-efficacy of classroom management, the attitudes and beliefs on classroom control, and demographic factors (teaching experience and degree) with together (p<0/01). The finding of analysis of regression also showed competency scale can predict attitudes and beliefs on classroom control (P<0.01). Moreover based on structural model, the predicted rate of classroom management attitude through competency was 0.56 (Gamma =0.56).
Conclusion: Faculty members of the university can improve and strengthen the management and administration of their classroom by developing their competence in teaching and improving their managerial self-efficacy.
Kobra Aligolbandi, Pezhman Mohamadalizadeh, Fataneh Amue, Nasim Ghanhrani, Aliasgar Nadi Ghra, Aref Hosseinian,
Volume 10, Issue 27 (12-2017)
Abstract
Background & Objective: Competency and teaching quality of professors play a key role in the quality of active learning in students. The present study aimed to predict the components of competency and teaching quality of professors regarding active learning in the students of Mazandaran University of Medical Sciences, Iran.
Materials and Methods: In this study, 359 students were selected via stratified random sampling, and Cochran’s formula was used to determine the sample size. Validity of three questionnaires was assessed using content validity and face validity, and the reliability was determined at the Cronbach’s alpha of 0.853 for the questionnaire of professors’ competency, 0.894 for the questionnaire of teaching quality, and 0.938 for the questionnaire of active learning in students. Data analysis was performed using parametric tests.
Results: Variables of professors’ competency, teaching quality, and active learning in students were estimated to be above average at the significance level of 0.001 in the affiliated schools. A significant association was observed between teaching quality and professors’ competency at the significance of 0.001 and correlation-coefficient of 0.65. In addition, there was a significant association between teaching quality and active learning at the significance of 0.001 and correlation-coefficient of 0.61. Our findings indicated a linear correlation between the variables of competency and teaching quality compared to active learning (F=126.958; P=0.0001).
Conclusion: According to the results, there seems to be a significant correlation between teaching quality and professors’ competency, which could predict the level of active learning in students
Akram Mashmoul Aman Mohammad, Seyed Reza Mazloum, Fateme Hajiabadi, Hosein Karimi Mooneghi,
Volume 13, Issue 39 (1-2021)
Abstract
Introduction: Clinical education accounts for about 50% of nursing education programs and plays an important role in the full achievement of clinical nursing students, so they should change the environment in a way that facilitates students' learning and education. The purpose of this study was to determine the effect of supportive clinical environment in internship period on clinical competence of nursing students.
Methods and materials: This randomized qusi- experimental study was carried out with 60 nursing students who allocated in two groups of intervention and control randomly in educational hospitals of Mashhad. For interventional students was performed the clinical support program, which included three components of knowledge, skills, and learning platform for two weeks. Before and after the intervention, their clinical competency was measured by Meretoja modified clinical competence scale. Data were analyzed by SPSS software version 16 and independent t-test, Mann-Whitney, paired T-test and Chi-square.
Results: The result of independent t-test showed that after the intervention, the mean score of clinical competency of the students in the intervention group (80.8 ± 16.6 of 100) was significantly (68.3 ± 10.9 of 100) more than the control group (p= 0.003). Also the mean score of clinical competency of the intervention group in the dimensions of patient assistance, education, guidance and therapeutic measures was significantly higher than that of the control group (P <0.05).
Conclusions: Creating a supportive clinical environment will enhance the clinical competence of the students, especially in the areas of patient assistance and further education and guidance, and it is recommended that more attention be paid to planning clinical nursing education.
Key words: Clinical Education, Support, Nursing Process, Clinical competence, Nursing Student
Mr Omid Zadi Akhuleh, Dr Mojgan Lotfi, Mr Vahid Rahmani, Dr Zahra Sheikhalipour, Dr Mozhgan Behshid, Dr Mohammadtaghi Khodayari, Ms Nasrin Aghazadeh,
Volume 16, Issue 52 (3-2024)
Abstract
Background & Objective: Self-directed learning (SDL) as an effective strategy in surgical technology students can significantly help to improve their skills and clinical competence. The present study aimed to determine SDL ability and its relationship with Perceived Perioperative Competence in senior undergraduate surgical technology students.
Materials & Methods: The present descriptive study was conducted based on a cross-sectional design. This research included 207 final-year surgical technology students via the census method. Data collection tools included a demographic characteristics form, the Self-Directed Learning Instrument (SDLI) developed by Su-Fen Cheng (2010), and the Perceived Perioperative Competence scale. After collecting the data, they were analyzed in SPSS version software (version 20).
Results: The mean SDL and clinical competence scores were reported as 73.8±8.9(intermediate level) and 107.2±17.3 (intermediate level), respectively. Among various dimensions of perceived clinical competence, interaction with colleagues had the highest value (3.4±0.6). Among the dimensions of SDL, interpersonal communication obtained the highest value (3.8±0.4). To investigate the relationship between SDL and clinical competence, Kendall's Tau and Spearman's correlation coefficients were obtained at 0.601 and 0.794, respectively, pointing to the significant positive relationship between the two variables (P<0.001).
Conclusion: As evidenced by the obtained results, the SDL ability predicts the clinical competence of surgical technology students; therefore, revising the curricula of surgical technology students at the BS level and paying attention to the principle of student-centeredness in the education process, along with conducting training courses on SDL principles, can improve students' clinical competence.
Dr Seham Elsawaay, Dr Ahmed Mhanni, Dr Abubaker Qutieshat,
Volume 17, Issue 53 (4-2024)
Abstract
Background & Objective: In dental education, understanding optimal assessment methods and factors like stress and confidence is essential. This research assessed second-year dental students' performance in fixed prosthodontics using multiple-choice questions (MCQs) and pre-clinical practical exams, examining impacts of gender, stress, and confidence.
Materials & Methods: Using a quasi-experimental design, 495 students from a single faculty underwent assessment. Selected via convenience sampling, they were exposed to MCQs and practical exams in fixed prosthodontics. An expert-reviewed questionnaire gauged their stress and confidence. Data was analyzed using descriptive statistics, t-tests, and Pearson's correlation. Additionally, a balanced sub-set of 176 students (88 males and 88 females) was chosen for gender-based analysis.
Results: Findings indicate statistical parity between MCQ and practical exam performances (p>0.001). Females slightly outperformed in MCQs, while males excelled in practicals, without reaching statistical significance (p>0.05). Stress correlated with practical exam outcomes (r=0.34, p=0.001), and confidence with MCQ scores (r=0.41, p<0.0001).
Conclusion: The research underscores near-equivalence of MCQs and practical exams for student assessments in fixed prosthodontics. Recognizing the roles of stress and confidence in assessments offers insights for balanced evaluations. Dental faculties should integrate these findings, and future work should pivot towards tool validations for enriched learning.