Majallah-i Dānishgāh-i ̒Ulūm-i Pizishkī-i Qum (May 2021)
Experiences of professors and medical students from the core components of Classroom supervision: a qualitative study
Abstract
Background and Objectives: Supervision is a fundamental management activity in human resources. Supervision may be development/performance-based or both. Professors should take a holistic view of medical students, should not expect students to comply with many laws and regulations, and other aspects as individuals should not be overlooked. It appears that in the classroom, the supervisory role goes beyond the educational and support role. The current study aimed to explain the core components of classroom supervision as perceived by professors and medical students. Methods: A qualitative content analysis (QCA) was utilized as the research design. Purposive sampling with maximum variation was used to select the participants from professors and medical students of basic and physiopathology sciences in the medical school of Hamadan University of Medical Sciences. Semi-structured interviews were the main approach to data collection. All the interviews were analyzed by two independent researchers and the sub-themes extracted from the interviews. Results: In this study, ten sub-themes were extracted from interviews. The theme of management supervision includes the attendance of students and making the classroom attractive. The theme of educational supervision consists of a variety of uses of teaching and learning styles, Justice in student assessment, Horizontal, and vertical integration, Evaluate the quality of teacherschr(chr('39')39chr('39')) teaching, and monitoring of all studentschr(chr('39')39chr('39')) academic achievement. The theme of supportive supervision includes the type of supportive services, identifying student concerns, and maintaining confidentiality in service delivery. Conclusion: This study demonstrated the important components of class management in academic courses. To empower teachers in supervising and making efforts these components are simultaneously applied to a classroom. Thus, students can graduate with minimal stress, efficiency and personal and professional development.
