Medical Faculty Members' Attitude On Lesson Planning Semnan University Of Medical Sciences


avatar Masoomeh Saberian 1 , * , avatar Saeed Aghajani 2 , avatar Raheb Ghorbani 3 , avatar Mojtaba Malek 4

1 Medical faculty members' attitude on lesson planning Semnan University of Medical Sciences.

2 Director of Educational Development Center Semnan University of Medical Sciences.

3 Research Manager Semnan University of MedicalSciences Vice Chancellor for Education and Research Semnan University of Medical Sciences.

4 Vice Chancellor for Education and Research Semnan University of Medical Sciences.

How to Cite: Saberian M, Aghajani S, Ghorbani R, Malek M. Medical Faculty Members' Attitude On Lesson Planning Semnan University Of Medical Sciences. J Med Edu. 2003;2(2):e105001. doi: 10.22037/jme.v2i2.879.


Journal of Medical Education: 2 (2); e105001
Published Online: March 18, 2009
Article Type: Research Article
Received: March 17, 2009
Accepted: March 18, 2009


Background: Lesson planning has a distinct role in enhancing education quality, as well as maintaining the friendly and dynamic atmosphere of the academic environment and increasing student's initiatives for   achieving better educational attainments. Lesson planning is a process for defining the goals, understanding the needs, and specifying available tools and  possible limitations. Lesson planning is a written description of this process, which shows the materials, the route, the time, and the place of instructions, as well as a method for evaluating students.Purpose: to identify the attitudes ofSemnan University of Medical Sciences (SUMS) on lesson planning.Methods: Fifty-three faculty members of the SUMS participated in this study. A questionnaire was used, which contained 8 demographic questions, and 24 r questions for identification the faculty members' attitude.Questionnaires were distributed among the faculty members in sealed envelopes, without denoting their names. The questionnaires  were gathered  after  being completed.  Results were analyzed by calculating  the  mean, standard deviation, absolute and relative frequencies, and using Chi-square and Fischer exact test at the level of 5%.Results: II was shown that 88% of faculty members favoured lesson planning before the beginning of the semester. But they found lesson planning a difficult task, because of their heavy workload. Of the faculty members, 60.4% organized their teaching classes according to a designed lesson plan, and believed that it did affect the quality of their teaching, but 49.1% disagreed with distributing the designed lesson plan among the students.Discussion: Although professor favoured lesson planning and find it necessary to work according to such a plan, workload and lack of knowledge are defined as two main obstacles in doing so. It is believed that by decreasing the professor's workload and provision oflesson planning workshops, these problems could be solved. Professors did not favour informing the students about the contents of the lesson plan. But students' awareness of the lesson plan can improve student's  viewpoints on the quality of educations. It can also guide the student's  activity, motivates the students, as well as produce a dynamic interaction between instn1ctors and their students to pay particular attention to the Jesson plan. Considering all these possible benefits further studies is needed to specify the effect of revealing lesson plan for the student. Professors were interested in participating in workshops held for improving Jesson planning skills and modern hing methods Thi.. haws that/he need to learn has been firmed in faculty member.a need which should be answered by the authorities in universities.


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