academic journalism

Faculty lecturers’ Attitudes Towards some Educational Indices at KUMS (2002)


avatar D Shackibaee 1 , * , avatar Sh Iranfar 1 , avatar N Montazeri 1 , avatar M Rezaee 1 , avatar N Yari 1

1 Iran

How to Cite: Shackibaee D, Iranfar S, Montazeri N, Rezaee M, Yari N. Faculty lecturers’ Attitudes Towards some Educational Indices at KUMS (2002). J Kermanshah Univ Med Sci. 2004;8(1):e81309.


Journal of Kermanshah University of Medical Sciences: 8 (1); e81309
Published Online: June 19, 2004
Article Type: Research Article
Received: January 05, 2004
Accepted: May 10, 2004


Introduction: Since lectures’ experiences can help university managers in improving educational situation, this study was carried out to determine faculty lecturers’ attitudes towards the educational situation at Kermanshah University of Medical Sciences.
Materials and Methods: This study is a descriptive–analytical one. A two-part questionnaire was employed for data collection. The first part included the participants demographic  information such as age, sex, the field of study and date of employment, the second part included lectures’ attitudes towards educational situation such as effective factors on teaching success, educational management, students educational problems as well as their attitudes towards educational technology. To determine the validity and reliability of the study, a pilot study was achieved. For data analysis a descriptive and analytical statistics(correlation coefficient & chi square test) were applied.
Results: 157 faculty lecturers completed the questionnaires. There were 69% male, 10.8% single and 74.4% of teachers worked in medicine faculty . 61.7% of them had not passed any methoddogy courses before their employments. 90.7% passed teaching method workshops in university. The following problems were indicated as important
educational problems: The ingrorance of officials educational problems (50.3%), inappropriate relationship between educational courses and community needs (54%),  inappropriate numbers of students and admission of students procedures (50.3%), and unsuitable criterias for students selection (68.6%).
 ­­­­­­­­­­­­­­­conclusion: While approxinetely 1/3 of the teaching staffs regard a mismatch between their educational needs and teaching method workshops, they urged continuoes holding of teaching method workshops. Meanwhile their evaluations regarding officials’ attention to educational problems and appropriateness of students numbers to educational facilities were rated weak. Paying more attention to the quality and quantity of workshops and solving university educational problems are of great emphasis. Besides, participation of all the faculty lecturers in the educational planning is recommended.


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