Faculties’ Perspective toward Students’ Participation in Teaching: A Qualitative Study
Introduction: Teaching is defined as a targeted action during the educational process which is designed, implemented and evaluated by the instructor. One of the most effective tricks that can lead to effective learning is the participation of students in teaching. This was a phenomenological study w...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | fas |
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Hormozgan University of Medical Sciences
2018-04-01
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| Series: | Development Strategies in Medical Education |
| Subjects: | |
| Online Access: | http://dsme.hums.ac.ir/browse.php?a_code=A-10-193-1&slc_lang=en&sid=1 |
| _version_ | 1818541090446245888 |
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| author | Kazem Hosseinzadeh Ramin Sarchami Hoda Moradabadi Mostafa Kazemzadeh Arbab |
| author_facet | Kazem Hosseinzadeh Ramin Sarchami Hoda Moradabadi Mostafa Kazemzadeh Arbab |
| author_sort | Kazem Hosseinzadeh |
| collection | DOAJ |
| description | Introduction: Teaching is defined as a targeted action during the educational process which is designed, implemented and evaluated by the instructor. One of the most effective tricks that can lead to effective learning is the participation of students in teaching. This was a phenomenological study which aimed to explore the faculties’ perspectives about students’ participation in teaching. It was conducted in Qazvin University of Medical Sciences.
Methods: This was a qualitative study. Theinclusion criterion for the participants was having at least 5 years of teaching experience. Eight participants enrolled in the study based on the criterion of data saturation. Data gathering was performed using a semi-structured interview. Themes and subcategories were extracted after content analysis.
Results: Three main themes including “skill”, “Rules and Regulations”, and “circumstances” were extracted from content analysis. The theme of “Skill” consisted of two subcategories; “student’s skill” and “Instructor’s skill”. “Evaluation rules” and “education regulations” were the next categories. The theme of “Circumstances” was divided to “spiritual” and “physical”.
Conclusion: Although, some elements of participatory teaching may not be modified, the others should be improved. In addition, it is necessary to amend the two main needs of participatory teaching; “communication” and “group discussion” both among students and instructors. |
| first_indexed | 2024-12-11T22:04:00Z |
| format | Article |
| id | doaj.art-70a35457b9c944cfb259d3976924d940 |
| institution | Directory Open Access Journal |
| issn | 2383-2185 2588-2686 |
| language | fas |
| last_indexed | 2024-12-11T22:04:00Z |
| publishDate | 2018-04-01 |
| publisher | Hormozgan University of Medical Sciences |
| record_format | Article |
| series | Development Strategies in Medical Education |
| spelling | doaj.art-70a35457b9c944cfb259d3976924d9402022-12-22T00:49:00ZfasHormozgan University of Medical SciencesDevelopment Strategies in Medical Education2383-21852588-26862018-04-01514253Faculties’ Perspective toward Students’ Participation in Teaching: A Qualitative StudyKazem Hosseinzadeh0Ramin Sarchami1Hoda Moradabadi2Mostafa Kazemzadeh Arbab3 Introduction: Teaching is defined as a targeted action during the educational process which is designed, implemented and evaluated by the instructor. One of the most effective tricks that can lead to effective learning is the participation of students in teaching. This was a phenomenological study which aimed to explore the faculties’ perspectives about students’ participation in teaching. It was conducted in Qazvin University of Medical Sciences. Methods: This was a qualitative study. Theinclusion criterion for the participants was having at least 5 years of teaching experience. Eight participants enrolled in the study based on the criterion of data saturation. Data gathering was performed using a semi-structured interview. Themes and subcategories were extracted after content analysis. Results: Three main themes including “skill”, “Rules and Regulations”, and “circumstances” were extracted from content analysis. The theme of “Skill” consisted of two subcategories; “student’s skill” and “Instructor’s skill”. “Evaluation rules” and “education regulations” were the next categories. The theme of “Circumstances” was divided to “spiritual” and “physical”. Conclusion: Although, some elements of participatory teaching may not be modified, the others should be improved. In addition, it is necessary to amend the two main needs of participatory teaching; “communication” and “group discussion” both among students and instructors.http://dsme.hums.ac.ir/browse.php?a_code=A-10-193-1&slc_lang=en&sid=1 Instructor Participation Qualitative Study Students Teaching |
| spellingShingle | Kazem Hosseinzadeh Ramin Sarchami Hoda Moradabadi Mostafa Kazemzadeh Arbab Faculties’ Perspective toward Students’ Participation in Teaching: A Qualitative Study Development Strategies in Medical Education Instructor Participation Qualitative Study Students Teaching |
| title | Faculties’ Perspective toward Students’ Participation in Teaching: A Qualitative Study |
| title_full | Faculties’ Perspective toward Students’ Participation in Teaching: A Qualitative Study |
| title_fullStr | Faculties’ Perspective toward Students’ Participation in Teaching: A Qualitative Study |
| title_full_unstemmed | Faculties’ Perspective toward Students’ Participation in Teaching: A Qualitative Study |
| title_short | Faculties’ Perspective toward Students’ Participation in Teaching: A Qualitative Study |
| title_sort | faculties perspective toward students participation in teaching a qualitative study |
| topic | Instructor Participation Qualitative Study Students Teaching |
| url | http://dsme.hums.ac.ir/browse.php?a_code=A-10-193-1&slc_lang=en&sid=1 |
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