Abstract
Challenging behaviors can occur in any community, and academic environments are not an exception to this issue. Given that these behaviors are unhealthy and a serious threat to the learning process. The aim of this study is to investigate the experiences of medical students and faculty members regarding academic incivility. In this descriptive cross-sectional study, 35 faculty members were selected by convenience sampling and 83 medical students of Birjand University of Medical Sciences were selected using census method. The degree of destructiveness and the exposure to each of the listed behaviors were identified by the researcher-made questionnaire of academic incivility. Data were analyzed through application of SPSS software version 20 using descriptive statistical tests. From the faculty members’ perspective, unnecessary commutes in class were the most destructive behavior (74.2%); however, according to the majority of professors (85.7%), late arrival in the training sessions was the highest frequent challenging behavior experienced during the past year. Also, the results indicate that from the students’ view, inability of the professors to engage the students in the process of disease treatment and to examine the diagnostic tests as well as procedures was regarded as the most destructive (87.8%) behavior, while late arrival of the professor and the overwhelming outcomes for the students (84.1%) had been also experienced by most of them. In this study, academic uncivil behaviors which could be destructive for teaching – learning process are identified. These can help teachers and students in adopting appropriate strategies to reduce them.
Presenters
Hossein Karimi MoonaghiProfessor, Nursing and Midwifery Care Research Center, Department of Medical Education, Faculty of Medicine, Mashhad University of Medical Sciences, Iran
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Incivility-Teacher-student, Academic environments- General medicine- Iran
