Volume 17, Issue 4 (Winter 2026)
2026, 17(4): 59-67 |
Back to browse issues page
Ethics code: IR.NKUMS.REC.1400.191
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Tavakoli Ghouchani H, Afshari Safavi A, Rahimi Y, Rahmanzadeh E, Jafari Y, Rashidi F. Assessment and Comparison of Key Factors in Evaluating Professors' Theory Courses from the Perspectives of Students and Professors at North Khorasan University of Medical Sciences in 2022. North Khorasan University of Medical Sciences 2026; 17 (4) :59-67
URL: http://journal.nkums.ac.ir/article-1-3318-en.html
URL: http://journal.nkums.ac.ir/article-1-3318-en.html
Hamid Tavakoli Ghouchani1 
, Alireza Afshari Safavi2 , Yekta Rahimi3 , Elham Rahmanzadeh4 , Yasaman Jafari5 , Farzaneh Rashidi *
, Alireza Afshari Safavi2 , Yekta Rahimi3 , Elham Rahmanzadeh4 , Yasaman Jafari5 , Farzaneh Rashidi *
1- 1. Associate Professor, Department of Health Education and Promotion, School of Health, North Khorasan University of Medical Sciences, Bojnurd, Iran
2- 3. Assistant Professor of Biostatistics, Department of Epidemiology and Biostatistics, School of Health North Khorasan University of Medical Sciences North Khorasan University of Medical Sciences, Bojnurd, Iran
3- 4. Student Research committee, School of Public Health and Safety, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
4- 5. Student Research Committee, Iran University of Medical Sciences, Tehran, Iran
5- 6. Ph.D. student, Department of Health Education and Promotion, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran
2- 3. Assistant Professor of Biostatistics, Department of Epidemiology and Biostatistics, School of Health North Khorasan University of Medical Sciences North Khorasan University of Medical Sciences, Bojnurd, Iran
3- 4. Student Research committee, School of Public Health and Safety, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
4- 5. Student Research Committee, Iran University of Medical Sciences, Tehran, Iran
5- 6. Ph.D. student, Department of Health Education and Promotion, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran
Abstract: (34 Views)
Introduction: Teaching is a complex, multidimensional process that requires evaluation tools capable of addressing all relevant criteria proportionally to their importance. However, previous studies have not provided a clear answer regarding the validity of students' evaluations of professors. Given the importance of this issue, the study aimed to evaluate and compare key factors in how students and professors at North Khorasan University of Medical Sciences assess their theory courses in 2022.
Method: This cross-sectional, descriptive-analytical study involved students and professors from North Khorasan University of Medical Sciences. Data were collected using a demographic form and a questionnaire for evaluating the theory course professors. Data analysis was performed using SPSS software (version 22).
Results: A total of 355 students and 50 faculty members participated. Among students, 52.9% were female, and 85.4% were single. Faculty members identified the most critical evaluation criteria as the professor’s enthusiasm for teaching, interest in solving academic problems, and adherence to discipline and order. On the other hand, students highlighted the professor’s mastery of the subject, ability to understand and communicate course concepts, and teaching methods as the most critical factors.
Conclusion: The most critical evaluation criteria from the students' perspective varied significantly from those of the professors. Therefore, reducing confounding factors can be achieved by updating the evaluation form for theory courses to include both perspectives.
Method: This cross-sectional, descriptive-analytical study involved students and professors from North Khorasan University of Medical Sciences. Data were collected using a demographic form and a questionnaire for evaluating the theory course professors. Data analysis was performed using SPSS software (version 22).
Results: A total of 355 students and 50 faculty members participated. Among students, 52.9% were female, and 85.4% were single. Faculty members identified the most critical evaluation criteria as the professor’s enthusiasm for teaching, interest in solving academic problems, and adherence to discipline and order. On the other hand, students highlighted the professor’s mastery of the subject, ability to understand and communicate course concepts, and teaching methods as the most critical factors.
Conclusion: The most critical evaluation criteria from the students' perspective varied significantly from those of the professors. Therefore, reducing confounding factors can be achieved by updating the evaluation form for theory courses to include both perspectives.
Type of Study: Orginal Research |
Subject:
Basic Sciences
Received: 2025/05/2 | Accepted: 2025/07/22 | Published: 2026/01/1
Received: 2025/05/2 | Accepted: 2025/07/22 | Published: 2026/01/1
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
