IDENTIFICATION OF FACULTY PERCEPTIONS ABOUT THEIR LEARNING ENVIRONMENT AND COMPARISON BASED ON CURRICULA AND GENDER

Objective: To identify faculty perceptions about their learning environment and compare these based on curricula and gender. Study Design: A non interventional, cross sectional study. Place and Duration of Study: Islamabad Medical and Dental College and Islamic International Medical College, f...

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Autores principales:	Rehmah Sarfraz, Faiza Kiran, Memoona Mansoor, Rahila Yasmin, Komel Zulfiqar
Formato:	article
Lenguaje:	EN
Publicado:	Army Medical College Rawalpindi 2019
Materias:	curricula faculty perceptions gender difference Medicine R Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/e55804d6a0e1441ca12bb46facb81dfd
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spelling	oai:doaj.org-article:e55804d6a0e1441ca12bb46facb81dfd2021-11-12T04:42:05ZIDENTIFICATION OF FACULTY PERCEPTIONS ABOUT THEIR LEARNING ENVIRONMENT AND COMPARISON BASED ON CURRICULA AND GENDER0030-96482411-8842https://doaj.org/article/e55804d6a0e1441ca12bb46facb81dfd2019-06-01T00:00:00Zhttps://www.pafmj.org/index.php/PAFMJ/article/view/3058/2290https://doaj.org/toc/0030-9648https://doaj.org/toc/2411-8842Objective: To identify faculty perceptions about their learning environment and compare these based on curricula and gender. Study Design: A non interventional, cross sectional study. Place and Duration of Study: Islamabad Medical and Dental College and Islamic International Medical College, from Mar to Jun 2016. Material and Methods: A non interventional, cross sectional study was done in Islamabad Medical and Dental College and Islamic International Medical College, from March to June 2016. Convenient sampling was done. Data was collected from faculty of two medical colleges with different curricula using AMEET inventory. Independent sample t-test was applied to find the difference between two groups based on gender and curricula. Results: Statistically significant difference was observed regarding their teaching and learning activitieswhereas their perceptions about students, learning atmosphere, collaborative atmosphere, self-perceptions were found to be statistically insignificant. There was a statistically significant difference between male and female faculty perceptions. Conclusion: Although, curricular type does not affect teachers’ notion about their students, institutional ethnography and their academic self-concept, but faculty of traditional curriculum, believed their teaching to be mainly didactic, whereas those of integrated curriculum, deduced that teaching activities revolve around students. This research results can be generalized by increasing sample size and recording faculty sentiments of different gender and working in different curricular type.Rehmah SarfrazFaiza KiranMemoona MansoorRahila YasminKomel ZulfiqarArmy Medical College Rawalpindiarticlecurriculafaculty perceptionsgender differenceMedicineRMedicine (General)R5-920ENPakistan Armed Forces Medical Journal, Vol 69, Iss 3, Pp 702-707 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	curricula faculty perceptions gender difference Medicine R Medicine (General) R5-920
spellingShingle	curricula faculty perceptions gender difference Medicine R Medicine (General) R5-920 Rehmah Sarfraz Faiza Kiran Memoona Mansoor Rahila Yasmin Komel Zulfiqar IDENTIFICATION OF FACULTY PERCEPTIONS ABOUT THEIR LEARNING ENVIRONMENT AND COMPARISON BASED ON CURRICULA AND GENDER
description	Objective: To identify faculty perceptions about their learning environment and compare these based on curricula and gender. Study Design: A non interventional, cross sectional study. Place and Duration of Study: Islamabad Medical and Dental College and Islamic International Medical College, from Mar to Jun 2016. Material and Methods: A non interventional, cross sectional study was done in Islamabad Medical and Dental College and Islamic International Medical College, from March to June 2016. Convenient sampling was done. Data was collected from faculty of two medical colleges with different curricula using AMEET inventory. Independent sample t-test was applied to find the difference between two groups based on gender and curricula. Results: Statistically significant difference was observed regarding their teaching and learning activitieswhereas their perceptions about students, learning atmosphere, collaborative atmosphere, self-perceptions were found to be statistically insignificant. There was a statistically significant difference between male and female faculty perceptions. Conclusion: Although, curricular type does not affect teachers’ notion about their students, institutional ethnography and their academic self-concept, but faculty of traditional curriculum, believed their teaching to be mainly didactic, whereas those of integrated curriculum, deduced that teaching activities revolve around students. This research results can be generalized by increasing sample size and recording faculty sentiments of different gender and working in different curricular type.
format	article
author	Rehmah Sarfraz Faiza Kiran Memoona Mansoor Rahila Yasmin Komel Zulfiqar
author_facet	Rehmah Sarfraz Faiza Kiran Memoona Mansoor Rahila Yasmin Komel Zulfiqar
author_sort	Rehmah Sarfraz
title	IDENTIFICATION OF FACULTY PERCEPTIONS ABOUT THEIR LEARNING ENVIRONMENT AND COMPARISON BASED ON CURRICULA AND GENDER
title_short	IDENTIFICATION OF FACULTY PERCEPTIONS ABOUT THEIR LEARNING ENVIRONMENT AND COMPARISON BASED ON CURRICULA AND GENDER
title_full	IDENTIFICATION OF FACULTY PERCEPTIONS ABOUT THEIR LEARNING ENVIRONMENT AND COMPARISON BASED ON CURRICULA AND GENDER
title_fullStr	IDENTIFICATION OF FACULTY PERCEPTIONS ABOUT THEIR LEARNING ENVIRONMENT AND COMPARISON BASED ON CURRICULA AND GENDER
title_full_unstemmed	IDENTIFICATION OF FACULTY PERCEPTIONS ABOUT THEIR LEARNING ENVIRONMENT AND COMPARISON BASED ON CURRICULA AND GENDER
title_sort	identification of faculty perceptions about their learning environment and comparison based on curricula and gender
publisher	Army Medical College Rawalpindi
publishDate	2019
url	https://doaj.org/article/e55804d6a0e1441ca12bb46facb81dfd
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IDENTIFICATION OF FACULTY PERCEPTIONS ABOUT THEIR LEARNING ENVIRONMENT AND COMPARISON BASED ON CURRICULA AND GENDER

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