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Esmaeili S, Maghsoudi S, Etebari M. The Quality of Educational Services at Isfahan School of Pharmacy: Perspective of the Students. Iranian Journal of Medical Education 2018; 18 :234-242
URL: http://ijme.mui.ac.ir/article-1-4430-en.html
URL: http://ijme.mui.ac.ir/article-1-4430-en.html
Isfahan University of Medical Sciences , etebari@pharm.mui.ac.ir
Abstract: (181826 Views)
Introduction: One of the characteristics of quality in universities is to meet students’ expectations of educational services. The purpose of this study was to study the viewpoints of students on the quality of educational services at the faculty of pharmacy of Isfahan University of Medical Sciences based on SERVQUAL model.
Methods: This descriptive, comparative study was conducted in 2015-16 academic year. Research population consisted of 400 students and through random stratified sampling, 80 doctoral students (40 males and 40 females) were selected based on five different entrance years. Data were collected by means of SERVQUAL questionnaire and analyzed using descriptive statistics, Wilcoxon test, paired t-test and ANOVA.
Results: There were gaps in all of the dimensions of educational service quality (p<0.001). The highest gap mean score was in the empathy dimension (-1.62±0.74) and the lowest gap mean score was related to the assurance dimension (-1.09±0.68).
Conclusion: The students’ expectations were far higher than their perception of the current situation at the faculty, and none of the service dimensions met their expectations. To improve this situation, authorities should prioritize the service dimensions from empathy to other dimensions.
Methods: This descriptive, comparative study was conducted in 2015-16 academic year. Research population consisted of 400 students and through random stratified sampling, 80 doctoral students (40 males and 40 females) were selected based on five different entrance years. Data were collected by means of SERVQUAL questionnaire and analyzed using descriptive statistics, Wilcoxon test, paired t-test and ANOVA.
Results: There were gaps in all of the dimensions of educational service quality (p<0.001). The highest gap mean score was in the empathy dimension (-1.62±0.74) and the lowest gap mean score was related to the assurance dimension (-1.09±0.68).
Conclusion: The students’ expectations were far higher than their perception of the current situation at the faculty, and none of the service dimensions met their expectations. To improve this situation, authorities should prioritize the service dimensions from empathy to other dimensions.
Type of Study: Original research article |
Subject:
Program Evaluation
Received: 2017/05/24 | Accepted: 2018/01/3 | Published: 2018/04/15 | ePublished: 2018/04/15
Received: 2017/05/24 | Accepted: 2018/01/3 | Published: 2018/04/15 | ePublished: 2018/04/15
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