The Relationship Between Some TeachingMicro Skills During ClassroomTeaching and the Level of Students’ Learning

Authors

1 Assistant Professor of Restorative Dentistry, Department of Restorative Dentistry, School of Dentistry,Mashhad University of Medical Sciences,Mashhad, IR Iran

2 Associated Professor of Restorative Dentistry, Center of Excellence inMedical Education Technology,Mashhad University of Medical Sciences,Mashhad, IR Iran

3 Dentist,Mashhad University of Medical Sciences,Mashhad, IR Iran

Abstract

Abstract Background: Achieving the characteristics of effective teaching can play an undeniable role in assurance of education. Objectives: The aimof this studywas to assess the relationship between some teachingmicro skills during classroomteaching and the level of students’ learning. Methods: At the beginning of this cross sectional study, a list of professors’ behavioral-verbal characteristics during classroom teaching, whichmight lead to amore efficient learning, was prepared. These items were checked according to the check list by two students after attending the class. At the end of each session, an examwith appropriate validitywas held to evaluate the amount of learning. The correlation between the students’ scores and the teaching skills of the professor was analyzed through SPSS software ( = 0.05). Results: A significant correlation was found between “Absence of mumble in the class” (P = 0.015), “fun atmosphere in the class” (P = 0.032), “notmerely reading the slides by the professor” (P = 0.003), “mentioning the objectives at the beginning of each session” (P = 0.011) and “lack of voice monotony” (P = 0.023), and the increase in the mean of students’ scores. However, there was not a significant relationship between designating a break time during teaching period (P = 0.120) and “the rate of teaching” (P = 0.774) with themean of student’s achieved scores. Conclusions: According to the conditions of this study, the ability to control the class in terms of absence of mumble, establishing a fun atmosphere, not merely reading the slides by the professor, mentioning the objectives at the beginning of each session and lack of voicemonotony increase the learning level in classroomteaching.

Keywords

References

  1. 1.Bland CJ, Wersal L, VanLoy W, Jacott W. Evaluating faculty performance: a systematically designed and assessed approach. Acad Med. 2002;77(1):15–30. [PubMed: 11788318].

    1. Oshvandi K, Bikmoradi A. The Effects of Inquiry-Based clinical Instruction of Nursing students on applying Nursing process skill. J Hamadan Nursing Mid. 2013;21(1):5–15.
    2. Benor DE, Leviyof I. The development of students’ perceptions of effective teaching: the ideal, best and poorest clinical teacher in nursing. J Nurs Educ. 1997;36(5):206–11. [PubMed: 9145338].
    3. Mousapour N. The concept of teaching and its essential questions Strides in Development of Medical Education. SDMEJ. 2015;1(1):48–56.
    4. Zahorik JA. Teaching: Rules, Research, Beauty, and Creation. J Curri and Super. 1987;2(3):275–84. 6. Eisner EW. The enlightened eye: Qualitative inquiry and the enhancement of educational practice. New York: Macmillan; 1991.
    5. Rubin L. Artistry in teaching. Educational leadership. 1983 ;40(4):44– 9.
    6. Ghadami A, Salehi B, Sajadi S, Naji H. Students’ points of view regarding effective factors in establishing communication between students and faculty members. Iran J Med Edu. 2007;7(1):149–54.
    7. Esfendiyari G. Study the Stressors in Students of Kurdistan University of Medical Sciences and Its Relation to Their General Health in 1999 [in Persian]. Teb va Tazkieh. 2001;43:57–64.
    8. Aliasgharpour M, Monjamed Z, Bahrani N. Factors affecting students’ evaluation of teachers: Comparing viewpoints of teachers and students. I J Med Edu. 2010;10(2):186–95.
    9. Crumbley L, Henry BK, Kratchman SH. Students’ perceptions of the evaluation of college teaching. Quality Assur Edu. 2001;9(4):197–207. doi: 10.1108/eum0000000006158.
    10. Teylor T, Rivikin E. Teachers ,schools and academic achievement. Washington DC: National Bureau of Economic Research; .
    11. Ghorbani R, Haji-Aghajani S, Heidarifar M, Andade F, Shams-Abadi M. Viewpoints of nursing and para-medical students about the features of a good university lecturer. koomesh. 2009;10(2):77–84. 14. Akbari M, Moeintaghavi A, Ghanbari H, Bageri M, Otoufi A. A Comparison of the Students’ and Teachers’ Viewpoints about the Characteristics of a Good Teacher in Dentistry. J Mash Dent Sch. 2015;38(4):281–90.
    12. Hossini M, Sarchami R. Attitude of students o£ qazvin medical university towards priorities in teachers assessment. J Qazvin Uni Med Sci. 2002;22:33–7.
    13. Dadkhah B, Mohammadi M, Mozafari N, Mohammadnejad S, Molaee B, Dadkhah D. Students Viewpoint about the features of a good university professor in Ardabil university of Medical Sciences in 200. j Ardabil Uni Nurs and Midwif. 2009;11(4):44–50. 4 Razavi

Files

Share

How to cite

Statistics