Maliheh Poorkiani; Nasrin Shokrpour; Zohreh Faramarzian; leila bazrafcan; Zahra Keshtkaran; Leila Bazrafkan
Abstract
Background: Faculty members are the main pillars of universities, and their performance has a vital role in the efficiency of universities. In the current era of the Covid-19 pandemic, students’ traditional evaluation method is not sufficient, and 360-degree evaluation is recommended, or multi-rater ...
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Background: Faculty members are the main pillars of universities, and their performance has a vital role in the efficiency of universities. In the current era of the Covid-19 pandemic, students’ traditional evaluation method is not sufficient, and 360-degree evaluation is recommended, or multi-rater feedback is a means of providing evaluation from various stakeholders. The aim of this study was to compare the evaluation of faculty members’ teaching effectiveness in Larestan Medical School by 360 degrees and the evaluation done by the students in 2020 during the Covid-19 pandemic.Methods: This descriptive-analytic study compared the 360 degree evaluation and the students’ ratings on faculty members’ performance at Larestan University of Medical Sciences during 2020 -2021. The statistical population consisted of all full-time professors (N=28) selected by census method and students (N=280) chosen by random cluster sampling. The materials used were six valid and reliable questionnaires filled out by students, an expert in evaluation, heads of departments, deputies, peers, and self-assessment of faculty members. Data were analyzed through SPSS software (version 23) using the Friedman test (P<0.001).Results: The results showed a significant difference between the 360-degree evaluation and students’ ratings (P=0.05). According to the students’ attitudes, there was a significant difference between the mean scores of the faculty members’ communication skills and instructional skills (P<0.001). In addition, according to the head of departments, peers, an expert in the evaluation and self-assessment of faculty members, there was a positive and significant correlation between these two evaluations. However, there was no correlation between the heads of departments’ views and those of the deputies for education (P<0.001).Conclusion: Given the views of different participants in this study and the dimensions of assessment of faculty members, it seems that 360-degree assessment is more realistic and fair to be done in universities. In general, it is suggested that professors, in order to better understand their strengths and weaknesses, should pay more attention to all stakeholders’ views in 360-degree evaluation to improve the quantity and quality of education.
Leila Bazrafkan; Rahmat Allah Mohammadjani; Tayebeh Rakhshani
Abstract
Introduction: Given the importance of aggression in adolescents and the effects of parenting practices, the present study was conducted to investigate the effects of parenting skills intervention on adolescent aggression in Abadeh Tashk town, Fars province, in 2018. Methods: This randomized clinical ...
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Introduction: Given the importance of aggression in adolescents and the effects of parenting practices, the present study was conducted to investigate the effects of parenting skills intervention on adolescent aggression in Abadeh Tashk town, Fars province, in 2018. Methods: This randomized clinical trial was carried out on 200 adolescents and their parents in Abadeh Tashk in 2018. The sampling was done through the cluster sampling method and the subjects were randomly divided into the experimental and control groups (100 in each group). The study outcomes were aggression and parenting styles measured by the control and education groups before and two months after the intervention. The data were analyzed using the SPSS20 software as well as the statistical tests such as paired t-test, independent t-test and chi-square test. Results: The results showed that there was no significant difference between the experimental and control groups in terms of physical aggression (P = 0.98), verbal aggression (P = 0.62), anger (P = 0.40), hostility (P= 0.15), and the total aggression score (P= 0.38) before the intervention. However, after the intervention, a significant difference was found between the two groups in terms of physical aggression, verbal aggression, anger, hostility, and overall aggression score (P <0.05). Conclusion: The results of this study showed that parenting style intervention was effective in reducing physical and verbal aggression, anger, hostility, and overall aggression in students. It is suggested that long term interventions should be conducted aiming at parental control over the problems of students since childhood.
Leila Bazrafkan; Farangis Torki; Tayebeh Rakhshani
Abstract
Introduction: Emotional intelligence is considered as one of the significant aspects of person-environment adaptation and one of the important factors of individual differences. As students of each society are the human resources and the constructors of its future, and their physical and mental health ...
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Introduction: Emotional intelligence is considered as one of the significant aspects of person-environment adaptation and one of the important factors of individual differences. As students of each society are the human resources and the constructors of its future, and their physical and mental health is of great importance, the present study aimed to compare emotional intelligence in medical and non-medical students of Hormozgan University of Medical Sciences. Methods: This descriptive cross-sectional study was conducted on 483 students of Hormozgan University of Medical Sciences who were selected through stratified sampling in 2018. The data collection tool was the Goleman's standardized emotional intelligence questionnaire. Chi-square and independent t-test were used for statistical data analysis by SPSS version 20. The significance level was considered 0.05 in all the tests. Results: The mean and standard deviation of emotional intelligence in medical and non-medical students were 81.79 ± 8.45 and 84.03 ± 7.71, respectively. The independent t-test showed that there was a significant difference between the mean score of emotional intelligence and the field of study (P = 0.003). Conclusion: The results of this study showed that the mean score of emotional intelligence in non-medical students was higher than that of medical students. Hence, it is suggested that educational managers of universities should have special financial investments in emotional self-awareness, while holding training courses and using human resource educators for conducting emotional intelligence promotion workshops.
