Investigating the Influence of Teachers' Characteristics on the Teacher-Student Relations from Students' Perspective at Ilam University of Medical Sciences

Introduction: Professor of the educational advisor is responsible for the academic and counselling guidance of students in educational, research and social fields. Also should be familiar with all the indicators of the consultation and be aware of duties and responsibilities. The study aims to explain the features of the professor of an educational advisor from the viewpoint of professors and students from Sabzevar University of medical sciences, Iran. Methods: In this qualitative study, participants were selected using purposive sampling, and it continued based on snowball and theoretical sampling. A semi-structured interview was used to collect the data. A total of 27 participants (12 Professors and 15 Students of medical science) were interviewed in 2 months. Interviews were analyzed using Graham and Landman’s content analysis method. To ensure consistency and accuracy of data, credibility, transferability, dependability, and conformability criteria were assessed. Results: Nine main categories were conceptualized including “Improper notification in task description”, “Permanent and voluntary inaccessibility”, “Teacher-student relationship in the teaching process”, “Attention to students' comments and access”, “Lack of knowledge of task description”, “Refer to other professors”, “Specialization”, “Strengthen teacher-student relationship”, “Follow up on student affairs”. Conclusion: Based on results, holding workshops to learn about the duties of a professor of educational advisor and the techniques of counselling, and to pay attention to student demands such as the right to choose, can be effective in improving students' satisfaction and solving their problems.

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E-learning-based medical education during COVID19 pandemic From Medical students' View Points

10.21203/rs.3.rs-234844/v1 ◽

2021 ◽

Author(s):

Laleh Khojasteh ◽

Zahra Karimian ◽

Elham Nasiri ◽

Sedigheh Sharifzadeh ◽

Majid Reza Farrokhi

Keyword(s):

Learning Experiences ◽

Good Alternative ◽

T Test ◽

Survey Study ◽

Main Element ◽

Medical Sciences ◽

Content Quality ◽

Face To Face ◽

Teacher Student ◽

E Learning

Abstract Background Most universities around the world have replaced e-learning with face-to-face methods after Covid-19 Pandemic. The present study evaluates the students' viewpoints about the dimensions of e-learning during the COVID-19 pandemic. Methods This is a survey study aimed at investigating e-learning experiences of 550 students of Shiraz University of Medical Sciences(SUMS) during the time Coronavirus pandemic. To data collection, a research-made questionnaire was employed, and the data were analyzed using one sample T-test, Independent T-test, ANOVA, and MANOVA. Results The results demonstrated that the students had satisfactory e-learning experiences and the average dimensions of e-learning were: Technological facilities(M = 4.29 ± 1.13),Technical support (M = 4.00 ± 1.08), e-Content quality(3.84 ± 1.05), Asynchronous education (M = 3.73 ± 1.20), Teacher-learner interaction(3.63 ± 1.32) and Synchronous education(M = 3.59 ± 1.31)Respectively. Most important factor was the interaction and feedback between teacher and students. Students' views on the components of e-learning were related to their age, access to electronic devices, and their computer skills significantly. Conclusion It seems that e-Learning can be a relatively good alternative to face-to-face training, but the teacher-student interaction is the main element in the greater effectiveness of this method.

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Factors Affecting Teacher-Student Relationship from the Perspective of Students in School of Rehabilitation, Hamadan University of Medical Sciences

Journal of Medical Education Development ◽

10.29252/edcj.12.34.41 ◽

2019 ◽

Vol 12 (34) ◽

pp. 41-48

Author(s):

Saideh Sadat Mortazavi ◽

Atta Heidari ◽

Zahra Mortazavi ◽

Maryam Seyedtabib ◽

◽

...

Keyword(s):

Medical Sciences ◽

Factors Affecting ◽

Teacher Student ◽

Teacher Student Relationship ◽

Student Relationship

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The Commitment of the Documentation Service of the Swiss Academy of Medical Sciences for the Impartment of Evidence Based Medicine

Swiss Surgery ◽

10.1024/1023-9332.5.4.183 ◽

1999 ◽

Vol 5 (4) ◽

pp. 183-185

Author(s):

Bleuer

Keyword(s):

Evidence Based Medicine ◽

Cochrane Library ◽

Evidence Based ◽

Medical Sciences ◽

Based Medicine

Die mit dem Aufkommen der elektronischen Medien einhergehende Informationsflut hat die Erwartungen an den Dokumentationsdienst (DOKDI) der Schweizerischen Akademie der Medizinischen Wissenschaften verändert: Insbesondere Evidence Based Medicine (EBM) verlangt nicht nur die Beschaffung von Information, sondern auch eine Selektion hinsichtlich Qualität und Relevanz: Die sich aus der klinischen Situation ergebende Frage fordert eine Antwort, die inhaltlich richtig ist und in der konkreten Situation auch weiterhilft. Dem Ideal, sich durch kritische Lektüre der Originalarbeiten ein Bild über die vorhandene Evidenz für die Richtigkeit eines bestimmten Prozederes zu verschaffen, stehen in der Praxis meist Zeitmangel und methodische Schwierigkeiten im Weg; man wird sich deshalb oft auf die durch andere erarbeitete Evidenz abstützen müssen und z.B. die Cochrane Library konsultieren. Der DOKDI engagiert sich sowohl bei der Erarbeitung von systematischen Übersichtsarbeiten als auch bei der Dissemination der gefundenen Evidenz, indem er seine Erfahrung in der Dokumentation mit elektronischen Medien und die entsprechende Infrastruktur zur Verfügung stellt. Als Ergänzung zu diesen Aktivitäten hat die Akademie einen Grant zur Ausbildung von EBM-Tutoren gesprochen. In einem einwöchigen Kurs in Oxford werden Kliniker zu EBM-Tutoren ausgebildet: Dies wird zukünftig ermöglichen, vermehrt EBM-Workshops in der Schweiz durchzuführen.

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