Introduction: Identifying the factors influencing effective teaching, prioritizing these factors, and aligning them in order to improve teaching, may help in learning process improvement. The aim of current study is to prioritize the factors influencing effective teaching from the viewpoint of students of Allied Medicine School in Tehran University of Medical Sciences in year 2011 using Analytical Hierarchy Process (AHP). Methods: In this descriptive analytical study, 200 BS students of Allied Medicine School of Tehran University of Medical Sciences were selected using random sampling method and surveyed according to Cochran's formula. Data collection tools were two researcher-made questionnaires. Content validity was approved by the experts and reliability was confirmed by calculating the Cronbach's alpha. Data was analyzed using mean scores and Expert Choice 11 software. Results: Out of 200 distributed questionnaires in each phase, 139 in first phase and 119 in second were filled and returned. From 37 criteria studied in the first phase, 9 criteria with highest mean scores were selected and used in the second phase. In the second phase, the results of criteria prioritization by the students indicated that the factor of “fluent and uncomplicated expression and clear lesson conveyance” had the highest priority with 0.27%, and “ease of access to teacher out of class hours” and “in-class, mid-term and final term assessments” criterion with 0.04%, had the lowest priority among factors influencing effective teaching, respectively. Conclusion: The factor of “fluent and uncomplicated expression and clear lesson conveyance” criterion had the most weight from the viewpoint of study population and was the first priority. This result shows the noticeable value of teaching method and its role in conveying the content effectively which requires for more attention by teachers.

Keywords: Effective teaching, Analytical Hierarchy Process, prioritizing, student.

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