Iranian Journal of Medical Education

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Introduction: Teachers’ teaching style is effective on promotion of learning. To achieve this goal, teachers should use different teaching styles. This study has tried to determine teaching styles applied in basic sciences classes in Medical school of Isfahan University of Medical Sciences. Methods: In a descriptive study in 2008, 74 teachers of basic sciences in medical School of Isfahan University of Medical Sciences were selected through census sampling. The data collecting tool was TSA standard teaching style questionnaire including 61 items. The data were analyzed in form of mean and SD through SPSS. Results: Based on the findings, %93.2 of teachers used flexible style in domain of teaching methods, %97.3 in classroom management, %71.6 in classroom design and %98.6 in lesson planning skills. Conclusion: It is recommended that teachers’ teaching styles be selected based on students’ preference. Educational workshops should also be held for teachers to make them familiar with students’ learning styles.

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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.

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Introduction: Identifying students’ preferred teaching styles and matching teaching methods to these preferences by faculty members can improve effectiveness and increase student engagement. Accordingly, this study aimed to investigate the role of students’ gender and preferred teaching style in predicting student academic engagement in Mashhad University of Medical Sciences. Methods: This descriptive-correlational study was performed on students of Mashhad University of Medical Sciences. Participants were selected through Stratified sampling method. Data were collected through preferred teaching style questionnaire and academic engagement questionnaire. Data were analyzed using independent t-test, Pearson correlation coefficient, and multiple regression. Results: Students’ preferred teaching style can predict their academic engagement (f(497,2)=41.54, p<0.01). Also, no significant relationship was found between teacher-centered preferred teaching style and academic engagement. Comparing Students` Preferred Teaching Style and Academic Engagement based on gender revealed that female students preferred student-centered teaching style while male students preferred the teacher-centered one. Also, the level of female students` academic engagement was higher than male students. Conclusion: According to the importance of academic engagement, it is suggested that more research should be done in order to identify factors contributing to the enhancement of medical students’ academic engagement.