Authors
1 PhD Candidate in Health Services Management, Students Research Committee, School of Health Management and Medical Informatics, Tabriz University of Medical sciences, Tabriz, Iran.
2 PhD in Health Services Management, Research Center (NPMC), School of Health Management and Medical Informatics, Tabriz University of Medical Sciences, Tabriz, Iran.
3 M.Sc. Student in Health Services Management, School of Health Management and Medical Informatics, Tabriz University of Medical Sciences, Tabriz, Iran.
4 M.Sc. in Health Services management, Tabriz University of Medical Sciences, Tabriz, Iran
Abstract
Nowadays, using educational methods which enhance student's participation in learning process is concerned. Hence, this study aimed to evaluate the effects of PhD students’ teaching in Tabriz health services management department. This survey was a descriptive-analytical study conducted with the participation of 107 B.Sc. students via researcher-made questionnaire and census methods. For assessing content validity, CVR and CVI indexes were calculated as 89% and 91%, respectively; and for assessing its internal consistency or reliability, the Cronbach’s alpha was approved and calculated as 0.88. The data were reported as frequency (percentage) for qualitative variables and for quantitative variables by mean (SD); then the significant differences among collected scores in domains studied and various educational inputs were observed. Afterwards, the results indicated that students trained had a positive attitude regarding PhD students as assistant teachers in different domains, because the half of participants almost 54 percent had high satisfaction toward this educational approach while others had generally moderate satisfaction. According to total scores obtained from the dimensions including thesis advising, teaching practical and teaching theory, 108.53, 99.87 and 94.57 percentages were estimated, respectively. To this end, educational approach was considered as the greatest advantage in the scope of advising thesis projects, and the lowest advantage in the domain of teaching theory. Moreover, this system has been able to improve over time only in the domain of teaching internship (P<0/05), without considerable positive changes in the other areas (P>0/05). The information of inquiries showed that PhD students have been highly satisfied with the implementation of this system, moreover, its benefits have been considered as acceptable. No doubt, the proper implementation of this system in similar areas can bring about significant results
Keywords
| 1-Alcamo AM, David AR, Way DP, et.al. 2010, [The Impact of Peer-Designed and Led USMLE step 1 Review Course: Improvement in Preparation and Scores], Academic Medicine, No.85, Pp.1045-1048. |
| 2-Alizadeh M, Gharibi F, Asghari Jafarabadi M, et.al. 2012, [Attitudes of medical instructors and students of Tabriz University of Medical Sciences towards Peer Assisted Learning (PAL) system], Journal of Medical Education and Development, Vol.7, No.1, Pp.48-57. (in Persian) |
| 3-Alizadeh M, Gharibi F, Asghari Jafarabadi et.al. 2012, [The Perspectives of Medicine Students and Academic Members in Tabriz University of Medical Sciences About the Required Infrastructures for Implementation of Proposed Peer Assisted Learning (PAL) System], Strides in Developments of Medical Education, Vol.9, No.1, Pp.11-17. (in Persian) |
| 4-Fields M, Burke JM, Mcallister D, et.al. 2007, [Peer Assisted Learning: a novel approach to clinical skills learning for medical students], Medical Education, No.41, Pp.411-418. |
| 5-Hajizadeh E, Asghari, M 2010, Statistical Methods and Analyses in Health Biosciences, Tehran, Jahad Daneshgahi Publisher, Pp.121-146. (in Persian) |
| 6-Henning JM, Weidner TG, Marty, MC 2008, [[Peer Assisted Learning in Clinical Education: Literature Review], Athletic Training Education Journal, No.3, Pp.84-90. |
| 7-Hudson JN, Tonkin, AL 2008, [Clinical skills education: outcomes of relationships between junior medical students, senior peers and simulated patients], Medical Education, No.42, Pp.901-908. |
| 8-Knobe M, Munker R, Sellei RM, et.al. 2010, [Peer teaching: a randomized controlled trial using student-teacher to teach musculoskeletal ultrasound], Medical Education, No.44. Pp.148-155. |
| 9-Laameei, A 2003, Total Quality Management; Principles, Application and Lessons from an experience, Uroumie, Uroumie University of Medical Sciences pres, Pp.57. (in Persian) |
| 10-Peets AD, Coderre S, Wright B, et.al. 2009, [Involvement in teaching improves learning in medical students: a randomized cross-over study], BMC Medical Education, Vol.9, No.55, Pp.1-5. |
| 11-Rogers DA, Regehr G, Gelula M, et.al. 2000, [Peer teaching and computer-assisted learning: An effective combination for surgical skill training?], Journal of Surgical Research, No.92, Pp.53-55. |
| 12-Secomb, J 2007, [A systematic review of peer teaching and learning in clinical education], Journal of Clinical Nursing, Pp.703-716. |
| 13-Sobral, DT 2002, [Cross-year peer tutoring experience in a medical school: condition and outcomes for student tutors], Medical Education, No.36, Pp.1064-1070. |
| 14-Sporer NC, Brunstein, J 2009, [Fostering the reading comprehension of secondary school students through peer-assisted learning: Effects on strategy knowledge, strategy use and task performance], Contemporary Education Psychology, No.34, Pp.189-297 |
| 15-Weidner TG, Popp, JK 2007, [Peer-assisted learning and orthopedic evaluation psychomotor skills], Journal of Athletic Training, Vol.42, No.1, Pp.113-119 |
| 16-Weyrich P, Celebi N, Schrauth M, et.al. 2009, [Peer-assisted versus faculty staff-led skills laboratory training: a randomized controlled trial], Medical Education, No.43, Pp.113-120. |
| 17-Yaghmaie, F 2003, [Content validity and its estimation], Journal of Medical Education, Vol.3, No.1, Pp.26-34. |
)