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Impact of teacher training: a shift toward problem‐solving orientation
Author(s) -
JOORABCHI B.,
MARJANI F.
Publication year - 1979
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2923.1979.tb01436.x
Subject(s) - recall , class (philosophy) , psychology , training (meteorology) , orientation (vector space) , medical education , causality (physics) , mathematics education , medicine , computer science , cognitive psychology , mathematics , physics , geometry , quantum mechanics , artificial intelligence , meteorology
Summary This study explores the effect of World Health Organization (WHO) sponsored teacher‐training activities conducted by the medical education department located at Pahlavi University School of Medicine in Shiraz, Iran. The first study was conducted in 1974, before the influence of organized teacher‐training activities at Pahlavi University. From that study it was concluded that class standing, based upon examinations given in 1968–1973, was dependent upon ability to recall information. The present study, conducted in 1976 after the influence of organized teacher training, revealed that the basis for the determination of class standing, based upon examinations given in 1971–1976, was shifting from ability to recall information to problem‐solving competencies. The tangible changes identified by this study were assumed to be related to several variables such as the heightened awareness and skill among the medical teachers, students’ demand for relevancy and their familiarity with the new testing method, particularly the PMP, and perhaps some other variables. However, no attempt was made to draw causality between teacher‐training activities had the position in class. Due to the fact that teacher‐training has been the most prominent activity since 1972, it was assumed that the significant changes in this study could be related to such efforts.