Reviewing Grasha Teaching Methods among Faculty Members of Shiraz Medical School

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Reviewing Grasha Teaching Methods among Faculty Members of Shiraz Medical School

Journal Title: Research and Development in Medical Education - Year 2012, Vol 1, Issue 2

Abstract

Introduction: Teaching and training are the basic responsibly of a faculty member. One of the fundamental problems of education in the universities is not having a criterion to identify the effective teaching styles. The aim of this study was to determine Grasha teaching method among the faculty Members in Shiraz Medical School. Methods: this descriptive, cross- sectional study was done on 100 faculty members who were selected by census sampling method. Data collection method was Grasha questionnaire which contains 40 questions in 5 sections. Data were analyzed by SPSS 18. Results: All questionnaires were completed. The age range was from 32 to 65 and the mean age was 46. 57% were male. There were 27 PhD, 35 specialists and 38 subspecialists. The highest average score belonged to “Expert” method (2/66±0/55) and the lowest to “Personal” (2± 0/76). 96% of the academic staffs were inclined to “Expert“ method and %97, %83, %78, %80 to “Formal", “Personal", “Delegator“ and “Facilitating“ methods, respectively. There was no significant difference between male and female, but in “Expert” method, the average of females was superior. %77 was under 50 years and %23 over 50. There was no significant difference between elder and younger academic members. No significant difference was found in terms of university degree. Conclusion: This study suggested academic members are inclined to use "Expert” and Delegator methods. Therefore, it is necessary for the academic members to choose a method which creates intellectual excitement among the students through the clarity of teaching content and understanding among individuals that increase the efficiency of their methods.

Authors and Affiliations

Mitra Amini, Sahar Samani, Farhad Lotfi

Keywords

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EP ID EP87128
DOI 10.5681/rdme.2012.009
Views 152
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