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References
1. Fraser SW, Greenhalgh T. Coping with complexity: educating for capability. BMJ.
2001;323(7316): 99-803.
2. Mansourian HR, Shoja MR, Salimi T, Mojahed Sh, Karimi H, Aghili H, et al.
Evaluating the course planstatus of faculty staff of shahid Saduoghi University of Medical Science of Yazd in the year 2002.
Iranian Journal of Medical Education. 2002;
2(0):37-38. (In Persian)
3. ahmoudi M (Translator). A handbook for medical teachers. Newble D, Cannon R (Authors). Tehran: Continuous Education Office of Ministry of Health and Medical Education; 1997. (In Persian)
4. Saberian M, Haji Aghajani S, Ghorbani R, Malek M. Instructors’ point of view about lesson planning, Semnan Medical University, 2002. JBUMS. 2003;5(5):33-36.
5. Mansourian M, Behnampoor N, Padash L, Charkazi AR, Gorbani M. Attitude of Gorgan University of Medical Sciences faculty members in the lesson plan. Journal of Gorgan Bouyeh Nursing & Midwifery Faculty. 2008;5(1):13-18. (In Persian) 6. Harden R. Ten questions to ask when
planning a course or curriculum. Med Educ.
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10.Ebrahimi S, Sadeghi H, Pourmahmoudi A, Askariyan S, Askari S. Protective Effect of Zizphus Vulgaris Extract, on Liver Toxicity in Laboratory Rats. Armaghane danesh.
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Evaluation of the quality of lesson plans provided by faculty members of Lorestan University of Medical Sciences in the academic year 2015-2016
*², Ebrahimzadeh F3
Roosta S Ghazi S¹,
1. Educational Developing Center, Lorestan University of Medical Sciences, Khorramabad, Iran.
2. Student Research Committee, Lorestan University of Medical Sciences, Khorramabad, Iran. [email protected]. 3. Assistant Professor, Statictics and epidemiology Department, School of Health and Nutrition Lorestan University of Medical Sciences, Khorramabad, Iran.
Received: 25 Aug 2018 Accepted: 29 Sep 2018
Abstract
Background : The lesson plan is one of effective and key factors in the process of education. The main purpose of the lesson plan design is to facilitate the learning of learners through the
establishment of an appropriate communication platform. The purpose of this study was to evaluate the lesson plans offered by faculty members of Lorestan University of Medical Sciences during the academic year 2015-2016.
Materials and Methods: In this descriptive cross-sectional study, 134 lesson plans provided by faculty members of Lorestan University of Medical Sciences during the first and second semesters of 2015-2016. Data collection was done using a checklist that included 13 domains. Descriptive statistics were used to analyze the data.
Results: The most common weaknesses related to learning assist tools (85.6%), duties and assignments of students (64.9%), and general goals (39.6%). Also, the most important
disadvantages were the planning areas for preparing students before the beginning of the class (62%), training and classification (45.6%), syllabus and behavioral goals (33.6%). The introduction of resources domains (64.9%), general information (43.3%), and policies and rules of the class (43.3%) had the highest score and the best situation in the lesson plans.
Conclusion: According to the results, the content and writing of the lesson plans provided by the faculty members of Lorestan University of Medical Sciences were acceptable. Arranging training courses and drafting standard forms is suggested for better designing of the lesson plan among the faculty members.
Keywords:Lesson Plan, Faculty members, Content Analysis, Curriculum, Educational Supervision
*Citation: Ghazi S, Roosta S, Ebrahimzadeh F.Evaluation of the quality of lesson plans provided by faculty members of Lorestan University of Medical Sciences in the academic year 2015-2016. Yafte. 2017; 20(3):83-89.
