Iranian Journal of Medical Education

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Introduction: In many countries in order to harmonize higher education systems and university programs along with global changes, improving the quality of learning and teaching is the priority. This study aimed to investigate the relationship between faculty members` demographic features and learning and education quality from the view point of faculty members of Fars Payame Noor University and Shiraz University of Medical Sciences. Methods: In this correlational study, all the faculty members of Fars PNU and Shiraz University of Medical Sciences were selected through Krejcie and Morgan (1970) formula and Simple Random Sampling. The data was collected via a 40-item questionnaire with a five-point Likert Scale. The collected data were analyzed using an independent samples t-test and one-way ANOVA. Results:There was no significant difference between the faculty members’ gender and learning and education quality (T=0.556). There was a significant difference between academic rank (F=3.533), managerial position (t=2.461) and teaching experience (F=3.163) with learning and education quality. Faculty members with no managerial position had a more positive attitude toward learning and education quality compared with the ones with managerial positions. In terms of academic rank, the results indicated that faculty members who were associate and assistant professors had more emphasis on learning and teaching quality compared with faculty members who were instructors and professors. Also, the results showed that faculty members with 8-14 years of teaching experience had the highest mean scores in learning and education quality. Conclusion: As convincing results have not been attained regarding the relationship between demographic features and learning and education quality, it is recommended that more studies be conducted on this area.

Keywords: Quality, learning and education, faculty members, Fars Payame Noor University and Shiraz University of Medical Sciences.

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