Showing 5 results for Supervisor
Tahereh Changiz, Peyman Adibi, Mohsen Hosseini, Mina Tootoonchi,
Volume 3, Issue 1 (6-2003)
Abstract
Introduction. To improve the quality of dissertations (as a mandatory course) in general medicine (MD) program, it is useful to know the viewpoints of supervisors about different issues and problems in their supervision process, i.e. the objectives of the course, facilitation methods for learning, problems of the practical phase, and their ideas about the course efficacy. This study explores supervisors' views concerning the thesis process and its related problems in Isfahan University of Medical Sciences.
Methods. 106 supervisors from Medical School participated in this cross sectional descriptive study. A self-administered questionnaire, which proved to be valid and reliable was used for data collection. The questionnaires were completed individually in the participants' office or School. SPSS software was used for data analysis. Results were analyzed according to the frequency distribution of variables and compared by t- test and ANOVA.
Results. According to the supervisors, the most important problems were allocating appropriate budget, approving the research proposal by the department and school councils, instructing students about literature review and article writing, and not being informed about national research priorities. They considered "learning research methodology" as the main objective of dissertation. Most of them agreed on it as a necessary course for MD program, but believed that students usually faced shortage of time. They claimed that offering thesis as an elective course would improve the quality of the projects.
Conclusion. Dissertations in general medicine program are facing some problems. It seems that shortage of time brings about limitations in doing and supervising the projects. It is recommended to revise the approval process of thesis proposals. Moreover, involving students in the preplanned researches, improving the supervisors knowledge in research methodology and statistical analysis, announcing research priorities, and revising the course plan may improve the quality of dissertations.
Mahsa Khodayarian, Jalil Mirmohammadi, Tahereh Salimi, Marzieh Araban, Shahnaz Mojahed, Mahboubeh Resaee,
Volume 11, Issue 4 (11-2011)
Abstract
Introduction: With regard to the importance of students’ curricular guiding and its effect on their educational process and the quality of university, the prophecy of supervisor professor is very important in students’ professional growth. Thus, this study was accomplished with the purpose of assigning the competency dimensions of supervisor professors from the nursing students’ viewpoints in 2009. Methods: In this qualitative study, the data were gathered through focus group discussion. Fifteen nursing students were selected by purposive sampling and their experiences and viewpoints were surveyed for assigning the competencies of supervisor professors until achieving data saturation. After that, the interviews content was recorded with the participants’ permission. Thematic analysis was performed to identify the categories and subcategories found in the nursing students’ descriptions. Results: According to the analysis of the recorded interviews, 2 major categories were emerged: 1) Competency dimensions and roles of supervisor professor including personal and ethical competency, education and research management competency, and leadership and motivating competency and 2) Barriers of effectiveness of supervisor professor performance were determined. Conclusion: According to the results, being supportive, a good listener, and professional commitment were introduced as personal and ethical competencies of supervisor professor and facilitating the professionalism of nursing students is the important role in this dimension. Supervising on the students’ educational situation, making them familiar with research, and motivating them were discussed as management and leadership competencies. The participants emphasized on the continuous performance appraisal of supervisor professor, determining students’ special empowerments and introducing their responsibility domains in the beginning of entrance to a college, as well as establishing in–service education in order to enhance performance quality of supervisor professor.
Masoud Roudbari, Farzane Barfei, Sanaz Refa,
Volume 13, Issue 10 (1-2014)
Abstract
Introduction: Postgraduates’ viewpoint about thesis is an area of interest for administrators of medical universities. The objective of this study is to overview postgraduates’ viewpoints about supervisors’, co-supervisors’ and statistical advisors’ contribution to theses in Tehran University of Medical Sciences (TUMS).
Methods: This descriptive cross-sectional study was conducted during 2011-2012 on 270 theses having statistical advisors and finished within 2006 to 2011 at four faculties of TUMS. A 5 point scale questionnaire was developed by the researcher about professors’ involvement and cooperation then delivered to samples. Descriptive statistics, independent t, Kruskal Wallis, and Mann Whitney U tests were used to analyze data.
Results: The highest cooperation rate of supervisors in PhD theses (2.8±1.20) and master theses (3.3±1.27) related to proposal preparation. The highest cooperation rate of co-supervisors in PhD theses related to questionnaire development and data gathering (2.5±1.34) and preparing proposal for master theses (2.7±1.38). The highest cooperation rate of statistical advisors in PhD theses (2.9±1.36) and master theses (3.4V1.24) was data analysis.
Conclusion: Due to low cooperation level of co-supervisors compared to supervisors and statistical advisors, we recommend to revise the role of co-supervisors in theses. Moreover, the arrangement of the authors’ name in final publications should be changed according to their contribution to the work.
Soheila Shahshahani, Samaneh Hoseinzadeh, Kianoosh Abdi, Akbar Mirjai Aghdam,
Volume 13, Issue 12 (3-2014)
Abstract
Introduction: This research was designed to determine the satisfaction level of postgraduate students of USWR with supervisory performance of supervisor and advisor in Thesis process in 1390-1391.
Methods: This descriptive cross-sectional study was performed on postgraduate students of USWR who were preparing for thesis defense between 2011 October to 2012 June. Samples were selected through census. A researcher made questionnaire was completed by postgraduate students (n=106) who visited postgraduate office prior to their thesis defense. We used Kruskal-Wallis test, generalized linear model, chi2, and Fisher’s exact tests for data analysis.
Results: The study showed that students’ satisfaction with their supervisors and advisors were at a high level. A statistically significant difference was observed between age (P= 0.022) and students’ academic level (P= 0.026) with their level of satisfaction with supervisors. We found statistically significant relationships between level of satisfaction with advisors considering age (P= 0.013), gender (P= 0.001), type of thesis (P= 0.018) and also type of school (P= 0.019).
Conclusion: Although this research showed that students’ level of satisfaction with their supervisors and advisors of thesis project was at a high level in the University of Social Welfare and Rehabilitation Sciences, but we should emphasis on empowering students̕ research capabilities.
Behzad Fouladi Dehaghi, Elham Jahanifard, Zahra Farshadzadeh, Effat Abbasi Montazeri, Elham Maraghi, Akbar Babaei Heydarabadi,
Volume 21, Issue 0 (4-2021)
Abstract
Introduction: Introduction: The evaluation of the student dissertation supervisor is one of the important issues in improving the scientific and research level of students that has received less attention. Therefore, this study endeavored to identify the components of evaluation instruments of medical students' dissertation supervisors.
Methods: This study was conducted with a qualitative approach and conventional content analysis method in the academic year 2021 in Ahvaz University of Medical Sciences. After reviewing the available articles and texts, the interview guide questions in a group discussion session with the participation of the research team; designed. Data were collected through structured interviews (electronically) and group discussion, and by purposeful sampling of stakeholders. The proposed Lundman and Graneheim steps were employed to analyze the data.
Results: In this study, 22 faculty members and 10 students participated, which was collected from data analysis; 260 initial codes were obtained and after the final analysis in group discussion sessions, 50 codes were classified into three categories. Nine codes were obtained in the category of Supervisor Capacity, 15 codes in the category of General Ethics, and 26 codes in the category of Professional Ethics.
Conclusion: In this study, 50 major factors were identified as elements and components of the evaluation instruments of the student's dissertation supervisor that can be used in the evaluation process of professors.
