Practice of Social Skills in Educational classes at the University of medical sciences of Lorestan, iran
DOI:
https://doi.org/10.24200/jsshr.vol2iss04pp49-53Abstract
Potential talents of human can provide conditions for learning for changing behaviors. Over the years, the emphasis has been on active learning that can cause gaining skill in decision making and problem solving. In addition, universities are responsible for growing individuals with a creative thought and position of universities can be determined through evaluation as an instrument for confirming competence. The aim by the study is to practice social, cultural and training skills. Methodology: The present study is in kind of cross-sectional study that has been conducted through census in second half of academic year of 2012-2013. The procedure was as follows: after optional classification of students of laboratory science field to 6 groups with 5 persons in every group and chapters, every group selected a chapter in order to study and present in seminar with 5 evaluation indices, which were evaluated by 5 judges (4 elected students and a professor, who was also responsible for standard role as the fifth person). These indices formed a part of final score and were analyzed using t-test and 11 questionnaire options. Results: Comparing evaluations between teacher and representatives of students has not indicated significant difference and in regard with answering questions, 73.3, 80, and 66.6% believed respectively that better quality of learning, understanding issues, and also constant learning can be based on speech method. Also, 66.6% considered basis of selection justice and competence-orientation and 33.3% believed that the basis can be friendship orientation. Two third of learners had positive view on evaluation of selected students and 100% of them believed in positive social, cultural, and training role of it. Conclusion: The present study is social-training study more than being an educational research. Lack of significant difference between results of evaluating representatives of students and professor can indicate potential talents that could cause gaining majority of their votes, which were flourished involving their responsibility and self-evaluation. On the other hand, entrance of uninterested individuals to group work or social cooperation that is a requirement for social life can be output of such studies, which it is hope that they can be continued.References
Asgari Sarkaleh, M., Matlabifar, A. R., & Amiri, M. R. 2010. Teaching method based on knowledge management. Proceedings of the 3rd Conference on Knowledge Management, RaziCenter for International Activities.
Barzabadi, D. 2005. Reliability and validity of self-assessment and the effect of linguistic competence, gender, and prior knowledge of an objective assessment tool. Research of World's Contemporary Literature, 10(24), 139-151.
Coronado, A. J. 2006. The effect of self-assessment on the self-efficacy of students studding Spanish as a foreign language. Doctoral Dissertation, University of Pittsburgh.
Curran, V. R., Sharpe, D., & Forristall, J., & Flynn, K. 2008. Student satisfaction and perceptions of small group process in case-based interprofessional learning. Medical Teacher, 30(4), 431-433.
Delaram, M. 2010. Class culture from the perspective of medical students in Shahrekord. Journal of Hormozgan University of Medical Sciences, 4(3), 254-256.
Electronic Forms, Self-assessment. Code number: 10(8), 77-88.
Haycock, K., Huang, S. 2001. Are today's high school graduates ready? Thinking-16, 5 (1), 3-1 7.
Kazemi, Y. 1995. Methods and techniques of teaching. Jahade Daneshgahi, Qhom, 34-35.
Khandaghi, M. A., Sepanda, M., & Seifi, G. H., & Javadi, M. 2012. The effect of students' self-assessment on their research self-efficacy in their academic achievement,New Thoughts of Education. School of Education and Psychology, Alzahra University, 9(1), 51-76.
Mahram, M., Mahram, B., & Mousavinasab, S. N. 2009. Comparison between the effect of teaching through student-based group discussion and lecture on learning in medical students. Strides in Development of medical Education, 5(2), 71-79.
Matlabifar, A. R., Yaghobnejad, N., & Sadin, A. A. 2011. The study of the components and principles of effective teaching in higher education, literature review. The 1st International Conference of Management, Futurism, Entrepreneurship and Technology in Higher Education, University of Sanandaj.
Naveh Ibrahim, A. R., Asgari Sarkaleh, M., & Matlabifar, A. R. 2011. The application of discussion to manage knowledge and its role in promoting learning. The 6th Conference on Quality Assessment in Academic Systems, AlghadirHall, Tehran.
Nouhi, E., Shakoori, A., & Nakhei, N. 2008. study habits and skills, and academic achievement of students in kerman university of medical sciences. Journalof Medical Education, 12 (3, 4), 77-80.
Pololi, L., Conrad, P., & Knight, S., & Carr, P. 2009. A study of the relational aspects of the culture of academic medicine. Acad med, 84, 106-114.
Rahalzadeh, R. 1996. Teaching methodology, a study about educational design, Tehran; Narmeh Publication.
Sadegh nezhad, M., Bagheri, M. 2012. Comparison of lecture and puzzle methods in teaching courses of medical emergency: rate of learning in anaesthesiology students and their viewpoints toward the two methods. Iranian. Journal of Medical Education, 12(10), 786-795.
Seif, A. A. 2001. Training Psychology, 171-182. Tehran: Agah.
Shabani, V. 2008. Teaching-learning approaches: concepts, foundations and theories. Mashhad: Behnashr Astan Quds Razavi Publications.
Yousefi, A. R., Hasanzahraei, R., & Ehsanpour, S. 2001. Accreditation in higher education and medical education. Iranian Journal of Medical Education, 1(2), 39-43.
