Fatemeh Shojaee, Rafiee Abolhassan , Seyedmeysam Ebrahimi, Neda Ghadimi, Seyedeh Roya Mousavi,
Volume 11, Issue 2 (7-2011)
Abstract
Fereshteh Darvish Ghadimi, Masoud Roudbari,
Volume 11, Issue 8 (3-2012)
Abstract
Introduction: This research was performed to determine the University lecturers’ teaching styles at Iran University of Medical Sciences. The study could help introduce the importance of the faculty members’ knowledge on different teaching styles and its promotion and also to focus on the importance of using appropriate teaching styles.
Methods: In this descriptive cross-sectional study, all non-clinical faculty members at Iran University of Medical Sciences completed a translated and self-administrated teaching style inventory with a four-point Likert scale in the second semester of the academic year 2010. The data was analyzed using descriptive and Chi2 test and according to the questionnaire guidelines.
Result: The majority of the faculty members preferred to present concepts as applied and also encouraged deep learning, cooperative learning, and cognitive processing. Also, there was no significant relationship between teaching styles and their school type, teaching experience, and academic rank.
Conclusion: According to the results of the study, and faculty preferences on teaching styles, it is recommended that more attention is paid to the teaching-learning interactions, in terms of accommodation of teaching styles to students’ learning styles.
