A survey on teaching style of academic members in Rafsanjan University of medical sciences


Mohammad Hossein Razeghinejad 1 , Hamid Bakhshi 2 , * , Naser Mashayekhi 3

1 Assistant Professor Department of Orthodontics, Rafsanjan University of Medical Sciences, Rafsanjan, Iran.

2 Instructor Department of Medical Education, Rafsanjan University of Medical Sciences, Rafsanjan, Iran.

3 Dental Student, Rafsanjan University of Medical Sciences, Rafsanjan, Iran.

How to Cite: Razeghinejad M H, Bakhshi H, Mashayekhi N. A survey on teaching style of academic members in Rafsanjan University of medical sciences, Hormozgan Med J. 2010 ; 14(3):e88566.


Hormozgan Medical Journal: 14 (3); e88566
Published Online: August 04, 2010
Article Type: Research Article
Received: December 16, 2009
Accepted: August 04, 2010


Introduction: Teaching styles and learning are behaviors that teachers and students show
in learning process. Identifying teaching styles and personal charactristics of the academic
members can be useful for their instructional patterns and students achivement. So, this
study was designed to determine the teaching styles of academic members of Rafsanjan
University of Medical Sciences (HUMS) in 2009.
Methods: This descriptive study was carried out on 100 academic members of RUMs in
faculties and educational and therapeutical centers, by non random sampling method. After
evaluation of reliability and validity of translated Grasha's quosionnaire, the main study was
carried out. The questionnaires were delivered to the academic members; and the collected
data were analysed by the SPSS16 software. Analysing data were performed based on
Grasha's scoring key and its norms. Data were analysed with descreptive methods and t-test
and Chi- square statistical test.
Results: Results showed that primarily preferred teaching styles of academic members are
expert, delegator and secondry styles are formal authority, personal model and facilitator style.
Primary styles for MSc, PhD staff and medical specialists were expert and for undergraduated
staff were delegator and facilitator style. In faculty of medicine, teaching styles were
expert and delegator but in faculty of dentistry it was delegator. Expert, formal authority and
facilitator and delegator are primary styles in nursing faculty and academic members of
educational and therapeutical centers had all teaching styles. The difference between teaching
styles and site of employment was statistically significant (P<0.05).
Conclusion: According to the preffered teaching styles of the academic members, focus on
effective teaching methods such as interactive teaching, classroom symposium, independent
study, discussion and small group for facilitating students' learning are suggested.



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