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Exploring Faculty Members’ and Instructors’ Perspectives on Effective Strategies for Enhancing Teaching Competence among Academics at Shahroud University of Medical Sciences in 2022
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Sahar Paryab1    , Robabeh Zarojhossini2 , Narges Alizadeh3 , Abrahim Baghshani4 , Mehdi Ebadi4 , Hamid Vahedi5 , Omid Garkaz *6 |
1- Nursing and Midwifery School, Shahroud University of Medical Sciences, Shahroud, Iran
2- Center for Studies and Development of Medical Sciences Education, Shahroud University of Medical Sciences, Shahroud, Iran
3- Otology & Neurotology Development, Medicine School, Qom University of Medical Sciences, Qom, Iran
4- Department of Islamic Studies, School of Medicine, Shahroud University of Medical Sciences, Shahroud, Iran
5- Department of School of Medicine, Shahroud University of Medical Sciences, Shahroud, Iran
6- Department of Epidemiology, School of Public Health, Shahroud University of Medical Sciences, Shahroud, Iran |
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Abstract: (38 Views) |
Introduction: Faculty members play a pivotal role in the advancement of academic institutions. Accordingly, empowering faculty to effectively fulfill their educational roles is considered an essential and inevitable necessity.
Objective: This study aimed to explore the perspectives of faculty members and instructors regarding effective strategies for enhancing teaching competence at Shahroud University of Medical Sciences.
Materials and Methods: This descriptive–analytical, cross-sectional study was conducted in 2022 on 103 faculty members and instructors at Shahroud University of Medical Sciences, recruited through a census approach. Data were collected using a demographic checklist and the Karimi et al. questionnaire on appropriate empowerment strategies. The data were analyzed with SPSS version 18 using descriptive and inferential statistics.
Results: The mean age of participants was 40.18±8.30 years. The highest mean scores among empowerment strategies were related to clinical and traditional supervision (2.39±1.02), performance evaluation by students (2.38±1.04), offline workshops (2.24±0.95), and action research (2.11±1.20). Significant associations were observed between workplace and academic rank, type of employment, and educational degree. However, no significant relationship was found between workplace and gender (P=0.439), work experience (P=0.758), or age (P=0.151). Moreover, no significant relationships were identified between preferred strategies and age group, work experience, educational degree, gender, academic rank, type of employment, or workplace.
Conclusion: The findings of this study can provide valuable insights for administrators, educators, and curriculum planners in designing and implementing faculty development programs aimed at strengthening teaching competence among faculty members and instructors. |
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| Keywords: Education, Empowerment, Teacher, University |
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Full-Text [PDF 551 kb]
(35 Downloads)
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Type of Study: Research |
Subject:
Medical Education
Received: 2023/08/15 | Revised: 2025/10/26 | Accepted: 2023/10/14 | Published: 2025/06/30
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