Volume 14, Issue 2 (Summer 2019 2019)
jmed 2019, 14(2): 98-109 |
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torabipoor A, basim J, babaei heydarabadi A. Barriers to Learning from the viewpoint of Students of Ahvaz University of Medical Sciences. jmed 2019; 14 (2) :98-109
URL: http://jmed.ssu.ac.ir/article-1-978-en.html
URL: http://jmed.ssu.ac.ir/article-1-978-en.html
Assistant Professor, Department of Health Services Management, School of Public Health, Ahvaz Jundishapur University of Medical Sciences, Ahvaz,Iran , amintorabipoor@gmail.com amintorabipoor@gmail.com amintorabipoor@gmail.com
Abstract: (4180 Views)
Introduction: The aim of this study was to investigate the barriers to learning in view of students of Ahvaz University of Medical Sciences (AUMS).
Methods: This descriptive cross-sectional study was conducted on 230 undergraduate and graduate students of AUMS. A 35-item researcher-made questionnaire was used to collect the data.
Result: The mean and standard deviation of the barriers to learning were; obstacles related to the teacher (52.8 ± 4.9), student barriers (44.2± 4.8), and educational barriers (29.2± 3.9) the skills of the teacher (4.8±0.4), considering education ethics by the teacher (including respect for students and fairness) (4.6± 0.5), up to date knowledge of teacher (4.4 ± 0.6) , adequate motivation of teacher for learning to students (4.4 ± 0.7) and students' depression and other mental disorders (4.4 ± 0.6). Learning barriers were significantly different from the viewpoints of different educational groups (P<0.001). In terms of gender and educational level, there was no significant difference in the barriers of learning from the viewpoint of students of different disciplines.
Conclusion: Some of the characteristics of the teachers' teaching including the power of expression, the modernity of the teachers knowledge and the motivation of the student, which reflects teachers' teaching skills, as well as some moral and individual characteristics including fairness and respect for the student, indicating human relationships were found important.
Keywords: Student, Learning Barriers, School of Health, Teacher
Methods: This descriptive cross-sectional study was conducted on 230 undergraduate and graduate students of AUMS. A 35-item researcher-made questionnaire was used to collect the data.
Result: The mean and standard deviation of the barriers to learning were; obstacles related to the teacher (52.8 ± 4.9), student barriers (44.2± 4.8), and educational barriers (29.2± 3.9) the skills of the teacher (4.8±0.4), considering education ethics by the teacher (including respect for students and fairness) (4.6± 0.5), up to date knowledge of teacher (4.4 ± 0.6) , adequate motivation of teacher for learning to students (4.4 ± 0.7) and students' depression and other mental disorders (4.4 ± 0.6). Learning barriers were significantly different from the viewpoints of different educational groups (P<0.001). In terms of gender and educational level, there was no significant difference in the barriers of learning from the viewpoint of students of different disciplines.
Conclusion: Some of the characteristics of the teachers' teaching including the power of expression, the modernity of the teachers knowledge and the motivation of the student, which reflects teachers' teaching skills, as well as some moral and individual characteristics including fairness and respect for the student, indicating human relationships were found important.
Keywords: Student, Learning Barriers, School of Health, Teacher
Type of Study: Research |
Subject:
Health Services Management
Received: 2018/12/24 | Accepted: 2019/05/12 | Published: 2019/08/14
Received: 2018/12/24 | Accepted: 2019/05/12 | Published: 2019/08/14
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