Elements of instruction in allied health: do faculty and students value the same things?
The purposes of this study were to determine the importance placed on 15 elements of instruction in allied health by students and faculty and to identify similarities and differences in students' and faculty's views. A total of 145 students and 55 faculty in the College of Allied Health at the University of Oklahoma participated in an on-line survey. Focus groups subsequently were conducted to discuss areas of agreement and disagreement between students and faculty. Four common elements were contained in the top-five list of both groups: (1) the teacher's ability to relate course material to clinical situations, (2) the teacher's communication skills, (3) the teacher's preparation and organization, and (4) the teacher's knowledge of the subject. Five of the 15 items were significantly different: (1) the teachers' friendliness and respect for students, (2) the teacher's ability to motivate students, (3) the teacher's ability to challenge students intellectually, (4) the teacher's encouragement of discussion, and (5) the teacher's ability to use a number of teaching techniques. Results of this study will further understanding between allied health faculty and students concerning similarities and differences in instructional values.
Hoppes
Steve
S
Department of Rehabilitation Science, The University of Oklahoma, Tulsa, Oklahoma 74135, USA. steve-hoppes@ouhsc.edu
Chesbro
Steven
S
D004517:Education, Professional / Q000379:methods*; D005178:Faculty; D006801:Humans; D009825:Oklahoma; D011361:Professional Competence; D013336:Students, Health Occupations / Q000523:psychology*; D013663:Teaching / Q000379:methods*