[Teaching styles of faculty members of Kurdistan university of medical sciences for theoretical lessons; 2010-2011]

ABSTRACT

Use of different teaching styles and different training methods with supervision on the different needs of the learners during the teaching-learning process can be encouraging to the students for lifelong learning [LLL]. The aim of this study was to determine teaching styles of faculty members of Kurdistan University of Medical Sciences for theoretical lessons, to provide information on educational planning and development of combined teaching styles and training methods and adjustment of these styles to learning styles of the trainees in the future. This was a descriptive-analytical study. Statistical population included all of the faculty members of Kurdistan University of Medical Sciences [135 faculty members], but only 124 [92%] participated in the study. Data collection tool was the Richman-Grasha teaching style inventory. Data were introduced into SPSS software 19[th] version and analyzed by ANOVA and chi-square statistical tests. The results indicated that the most frequent styles were the "Delegator Style" [60.5%] and the "Formal Authority Style" [33.9%]. The least frequent styles were "Facilitating Style" [0.8%] and "Personal Model Style" [1.6%]. 3.2% of the participants used the "Expert Teaching Style". The demographic characteristics of the faculty members such as; age, teaching background, gender, college or department, educational level and academic rank showed no relationship with their teaching styles. Based on the results of this study, the dominant teaching style of the participants was not related to their demographic data. Other factors like psychological characteristics and training models could be associated with the teaching styles