Needs assessment of faculty members\' educational needs in order to empower them at Shahrekord University of Medical Sciences
Introduction: Faculty members are considered as basic resources of every university. Therefore, educational needs assessment in order to empower most faculty members is an inseparable part of educational planning. &nb...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | fas |
| Published: |
Hormozgan University of Medical Sciences
2019-04-01
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| Series: | Development Strategies in Medical Education |
| Subjects: | |
| Online Access: | http://dsme.hums.ac.ir/browse.php?a_code=A-10-233-1&slc_lang=en&sid=1 |
| _version_ | 1818128462692483072 |
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| author | fariba karimi maryam hosseini afsaneh malekpour masoumeh moezzi asiyeh hosseini nima raisi kimiya raisi |
| author_facet | fariba karimi maryam hosseini afsaneh malekpour masoumeh moezzi asiyeh hosseini nima raisi kimiya raisi |
| author_sort | fariba karimi |
| collection | DOAJ |
| description | Introduction: Faculty members are considered as basic resources of every university. Therefore, educational needs assessment in order to empower most faculty members is an inseparable part of educational planning.
Methods: The study was conducted using a descriptive cross sectional method. The population consisted of university professors. About 65% professors participated. The reliability and validity of data collection tool, a self-made researcher questionnaire, was approved according to different studies. The participants were selected through census method and the results were analyzed using SPSS software.
Results: The highest priority of the professors in this study included the realms of modern methods and techniques of teaching (68%), training tips and consultation (62%), methods of professional promotion (61%), academic regulations and rules (58/3%), applying computers in education (55%), evidence-based practice (47%), and student assessment methods (43%). Among different academic ranks (p=. / 043) or instructors of basic sciences and clinical sciences (p =. / 053), there was no statistically significant difference between the instructors' preference to attend the workshops virtually or in person and they mostly preferred to attend the workshops in person.
Conclusion: Holding educational workshops, considering educational priorities, to empower professors functionally, seems necessary |
| first_indexed | 2024-12-11T07:33:38Z |
| format | Article |
| id | doaj.art-976aff91070c46919837cfcc31443886 |
| institution | Directory Open Access Journal |
| issn | 2383-2185 2588-2686 |
| language | fas |
| last_indexed | 2024-12-11T07:33:38Z |
| publishDate | 2019-04-01 |
| publisher | Hormozgan University of Medical Sciences |
| record_format | Article |
| series | Development Strategies in Medical Education |
| spelling | doaj.art-976aff91070c46919837cfcc314438862022-12-22T01:15:46ZfasHormozgan University of Medical SciencesDevelopment Strategies in Medical Education2383-21852588-26862019-04-01614759Needs assessment of faculty members\' educational needs in order to empower them at Shahrekord University of Medical Sciencesfariba karimi0maryam hosseini1afsaneh malekpour2masoumeh moezzi3asiyeh hosseini4nima raisi5kimiya raisi6 Introduction: Faculty members are considered as basic resources of every university. Therefore, educational needs assessment in order to empower most faculty members is an inseparable part of educational planning. Methods: The study was conducted using a descriptive cross sectional method. The population consisted of university professors. About 65% professors participated. The reliability and validity of data collection tool, a self-made researcher questionnaire, was approved according to different studies. The participants were selected through census method and the results were analyzed using SPSS software. Results: The highest priority of the professors in this study included the realms of modern methods and techniques of teaching (68%), training tips and consultation (62%), methods of professional promotion (61%), academic regulations and rules (58/3%), applying computers in education (55%), evidence-based practice (47%), and student assessment methods (43%). Among different academic ranks (p=. / 043) or instructors of basic sciences and clinical sciences (p =. / 053), there was no statistically significant difference between the instructors' preference to attend the workshops virtually or in person and they mostly preferred to attend the workshops in person. Conclusion: Holding educational workshops, considering educational priorities, to empower professors functionally, seems necessaryhttp://dsme.hums.ac.ir/browse.php?a_code=A-10-233-1&slc_lang=en&sid=1Education Empowerment Faculty Needs Assessments. |
| spellingShingle | fariba karimi maryam hosseini afsaneh malekpour masoumeh moezzi asiyeh hosseini nima raisi kimiya raisi Needs assessment of faculty members\' educational needs in order to empower them at Shahrekord University of Medical Sciences Development Strategies in Medical Education Education Empowerment Faculty Needs Assessments. |
| title | Needs assessment of faculty members\' educational needs in order to empower them at Shahrekord University of Medical Sciences |
| title_full | Needs assessment of faculty members\' educational needs in order to empower them at Shahrekord University of Medical Sciences |
| title_fullStr | Needs assessment of faculty members\' educational needs in order to empower them at Shahrekord University of Medical Sciences |
| title_full_unstemmed | Needs assessment of faculty members\' educational needs in order to empower them at Shahrekord University of Medical Sciences |
| title_short | Needs assessment of faculty members\' educational needs in order to empower them at Shahrekord University of Medical Sciences |
| title_sort | needs assessment of faculty members educational needs in order to empower them at shahrekord university of medical sciences |
| topic | Education Empowerment Faculty Needs Assessments. |
| url | http://dsme.hums.ac.ir/browse.php?a_code=A-10-233-1&slc_lang=en&sid=1 |
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