Medical Faculty Members' Attitude On Lesson Planning Semnan University Of Medical Sciences

Masoomeh Saberian; Saeed Aghajani; Raheb Ghorbani; Mojtaba Malek

doi:10.22037/jme.v2i2.879

Journal of Medical Education for Future Demands

Former Title: Journal of Medical Education | The Official Journal of School of Medical Education and Learning Technologies

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https://doi.org/10.22037/jme.v2i2.879

Medical Faculty Members' Attitude On Lesson Planning Semnan University Of Medical Sciences

Author(s):

Masoomeh Saberian^1,*,

Saeed Aghajani²,

Raheb Ghorbani³,

Mojtaba Malek⁴

1Medical faculty members' attitude on lesson planning Semnan University of Medical Sciences.

2Director of Educational Development Center Semnan University of Medical Sciences.

3Research Manager Semnan University of MedicalSciences Vice Chancellor for Education and Research Semnan University of Medical Sciences.

4Vice Chancellor for Education and Research Semnan University of Medical Sciences.

Journal of Medical Education for Future Demands:Vol. 2, issue 2; e105001

Published online:Mar 18, 2009

Article type:Research Article

Received:Mar 17, 2009

Accepted:Mar 18, 2009

How to Cite:Saberian M, Aghajani S, Ghorbani R, Malek M. Medical Faculty Members' Attitude On Lesson Planning Semnan University Of Medical Sciences. J Med Edu. 2003;2(2):e105001. doi: https://doi.org/10.22037/jme.v2i2.879

Abstract

Background: Lesson planning has a distinct role in enhancing education quality, as well as maintaining the friendly and dynamic atmosphere of the academic environment and increasing student's initiatives for achieving better educational attainments. Lesson planning is a process for defining the goals, understanding the needs, and specifying available tools and possible limitations. Lesson planning is a written description of this process, which shows the materials, the route, the time, and the place of instructions, as well as a method for evaluating students.Purpose: to identify the attitudes ofSemnan University of Medical Sciences (SUMS) on lesson planning.Methods: Fifty-three faculty members of the SUMS participated in this study. A questionnaire was used, which contained 8 demographic questions, and 24 r questions for identification the faculty members' attitude.Questionnaires were distributed among the faculty members in sealed envelopes, without denoting their names. The questionnaires were gathered after being completed. Results were analyzed by calculating the mean, standard deviation, absolute and relative frequencies, and using Chi-square and Fischer exact test at the level of 5%.Results: II was shown that 88% of faculty members favoured lesson planning before the beginning of the semester. But they found lesson planning a difficult task, because of their heavy workload. Of the faculty members, 60.4% organized their teaching classes according to a designed lesson plan, and believed that it did affect the quality of their teaching, but 49.1% disagreed with distributing the designed lesson plan among the students.Discussion: Although professor favoured lesson planning and find it necessary to work according to such a plan, workload and lack of knowledge are defined as two main obstacles in doing so. It is believed that by decreasing the professor's workload and provision oflesson planning workshops, these problems could be solved. Professors did not favour informing the students about the contents of the lesson plan. But students' awareness of the lesson plan can improve student's viewpoints on the quality of educations. It can also guide the student's activity, motivates the students, as well as produce a dynamic interaction between instn1ctors and their students to pay particular attention to the Jesson plan. Considering all these possible benefits further studies is needed to specify the effect of revealing lesson plan for the student. Professors were interested in participating in workshops held for improving Jesson planning skills and modern hing methods Thi.. haws that/he need to learn has been firmed in faculty member.a need which should be answered by the authorities in universities.

Keywords

Concepts

Professors

Lesson planning

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References

1.
References are available in the PDF file.

Knowledge and Attitude of Faculty Members of Kerman University of Medical Science about Lesson Planning

Zahra Fattahi,

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Evaluation of Achieving to course plan aims from the Viewpoint of medical Clerkship at Kermanshah University of Medical Science in 2012

Marie Ataie,

Mitra Kolivand,

Afshin Almasi,

Bijan Sabour,

Reza Pourmirza kalhori,

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,et al.

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

D Shackibaee,

Sh Iranfar,

N Montazeri,

M Rezaee,

N Yari

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. doi:

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Author(s):

Masoomeh Saberian:[PubMed][Scholar]
Saeed Aghajani:[PubMed][Scholar]
Raheb Ghorbani:[PubMed][Scholar]
Mojtaba Malek:[PubMed][Scholar]

Former Title: Journal of Medical Education | The Official Journal of School of Medical Education and Learning Technologies

Outlines

Medical Faculty Members' Attitude On Lesson Planning Semnan University Of Medical Sciences

Abstract

Fulltext

References

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The effect of educational workshops on appropriate design of lesson plan & application of different levels of cognitive domain in faculty staff of (shaheed sadooghi's) yazd university of medical sciences. In 2000-2001: an iranian experience

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