%0 Journal Article
%T Reviewing Grasha Teaching Methods among Faculty Members of Shiraz Medical School
%A Mitra Amini
%A Sahar Samani
%A Farhad Lotfi
%J Research and Development in Medical Education
%D 2012
%I Tabriz University of Medical Sciences
%R 10.5681/rdme.2012.009
%X Introduction: Teaching and training are the basic responsibly of a faculty member. One of the fundamental problems of education in the universities is not having a criterion to identify the effective teaching styles. The aim of this study was to determine Grasha teaching method among the faculty Members in Shiraz Medical School. Methods: this descriptive, cross- sectional study was done on 100 faculty members who were selected by census sampling method. Data collection method was Grasha questionnaire which contains 40 questions in 5 sections. Data were analyzed by SPSS 18. Results: All questionnaires were completed. The age range was from 32 to 65 and the mean age was 46. 57% were male. There were 27 PhD, 35 specialists and 38 subspecialists. The highest average score belonged to ˇ°Expertˇ± method (2/66ˇŔ0/55) and the lowest to ˇ°Personalˇ± (2ˇŔ 0/76). 96% of the academic staffs were inclined to ˇ°Expertˇ° method and %97, %83, %78, %80 to ˇ°Formal", ˇ°Personal", ˇ°Delegatorˇ° and ˇ°Facilitatingˇ° methods, respectively. There was no significant difference between male and female, but in ˇ°Expertˇ± method, the average of females was superior. %77 was under 50 years and %23 over 50. There was no significant difference between elder and younger academic members. No significant difference was found in terms of university degree. Conclusion: This study suggested academic members are inclined to use "Expertˇ± and Delegator methods. Therefore, it is necessary for the academic members to choose a method which creates intellectual excitement among the students through the clarity of teaching content and understanding among individuals that increase the efficiency of their methods.
%K Grasha method
%K Training
%K Teaching method
%U http://journals.tbzmed.ac.ir/PDF/RDME/Manuscript/RDME-1-37.pdf