A Quantitative Study of Determinant Factors of Effective Teaching in Kurdistan University of Medical Sciences: Non-Clinical Teachers\' Viewpoints

Introduction: Society needs are constantly changing. As a result, it seems to be necessary to make changes in education as well. The viewpoints of faculty members as the educators and the most authentic group involved in medical education system are of significant influence. This study was conducted to investigate the determinants of effective teaching from non-clinical teachers' viewpoint in Kurdistan University of Medical Sciences in year 2009. Methods: In this descriptive cross-sectional study, the entire 72 non-clinical teachers in academic year 2009 were selected for investigation. Data collection tool was a questionnaire made by researcher which was validated and reliable. Faculties’ viewpoints toward educational status of the university were collected via this questionnaire. After completion of the questionnaire by these non-clinical teachers, data was collected and codified. Then the SPSS software v.11.5 was used to analyze the data using descriptive statistical tests (frequency and percent). Results: Nonclinical teachers believed that: having scientific capability (97.2%), oratory competency (97.2%), having communication skills (95.9%), the capability to develop critical thinking in the students (91.6%), the role of professional degree (88.8%), and the ability to motivate students for problem solving (84.7%) are respectively the most important factors determining effective teaching. Meanwhile, 68.1% of the respondents believed that the teacher’s research activity is considered significant in his educational success. Conclusion: The results of the study revealed that several factors may influence the effective teaching of non-clinical teachers. Considering these factors at the time of developing educational plans and retraining workshops for teachers may help these workshops to be more effective and successful. Our results may also be an emphasis on the necessity of including courses like the basics and teaching methods in the curriculums of master degree and PhD.