Mansoor Masjedi, Razieh Neshatavar, Leila Moeini, Atefeh Seghatoleslam, Ali Rafati, Shahrokh Ezzatzadegan Jahromi,
Volume 17, Issue 0 (4-2017)
Abstract
Introduction: Absenteeism is one of the most important and increasing educational problems of universities in recent years whose consequences have a negative impact on many academic aspects of students. The purpose of this study was to identify and prioritize the factors affecting absenteeism from theory classes from the perspective of basic sciences medical students at Shiraz University of Medical Sciences in 2015.
Methods: This descriptive cross-sectional study was conducted on 209 basic science medical students who were selected through convenience sampling (census) from October and February semester students in 2012-13 academic year. Data collection tool was a researcher-made questionnaire. The face validity of the questionnaire was confirmed by educational experts and its reliability was measured through Cronbach’s alpha coefficient (α = 0.8). It included 26 items in five-point Likert scale (1 to 5) that were divided into 4 domains as recommended by medical education experts. The data were analyzed using descriptive statistics.
Results: The mean scores of the domains related to students’ views about absenteeism from theory classes were classroom management (4±0.59), individual conditions of class engagement (4±0.48), instructor’s academic ability and teaching method (3±0.58) and time and place of classes (2. 8±0.68). Students agreed with the effect of class management and class engagement on absenteeism, while disagreed with the effect of time and place of class on absenteeism.
Conclusion: Results showed that from the viewpoints of students, class management and individual conditions for class engagement could affect medical students’ absenteeism from theory classes. Prioritization of these factors could easily eliminate the weaknesses and enhance instructor-learner communication.
Azim Mirzazadeh, Mahdi Aminian, Maryam Alizadeh, Erfan Sahebozamani, Shima Sabzi Aliabadi,
Volume 18, Issue 0 (4-2018)
Abstract
Introduction: One of the challenges of medical education is students’ absence from the classrooms. This study was conducted to determine the factors affecting class absenteeism from the viewpoint of faculty members and students, and to compare their views on the effect of class attendance on students’ achievement, faculty members’ motivation and class attendance as a criterion of professionalism.
Methods: This mixed method study was conducted in 2015-2017 at the faculty of medicine of Tehran University of Medical Sciences. Participants were students and faculty members of basic sciences of the faculty of medicine at the time of the study. Purposive sampling and convenience sampling were used for developing the instrument and for analyzing the views respectively. Two valid and reliable researcher-made instruments were used. Data were analyzed using descriptive statistics and independent t-test.
Results: From the viewpoint of faculty members and students, the most important factor affecting student attendance was faculty members’ scientific expertise, their mastery of the content and power of expression. There was a statistically significant difference between the views of students and faculty members (T = -2.34, P = 0.02) in the effect of class attendance on academic achievement. The faculty members believed that class attendance was a criterion of student professionalism, while students were less likely to agree with this criterion (T = -6.21, P = 0.001).
Conclusion: The most important factor affecting student attendance was faculty members’ expertise, their mastery of the content and power of expression. It seems that in order to increase student attendance, further attention should be paid to how faculty members are recruited and to their empowerment in the field of education.
