Evaluation of Team Teaching Method Efficiency in Postgraduate Students and Professors of Shiraz Health School, 2017

Background: Team teaching method is an attempt to strengthen the spirit of teamwork among teachers and students as well as to expand scientific interactions between the teachers. Objectives: This study aims to evaluate team teaching method among postgraduate students and professors of the Shiraz Health School based on a scientific approach. Methods: This is a cross-sectional and descriptive-analytical study. Two modified questionnaires were designed for two groups of professors and students. Totally, 62 questionnaires were collected from different individuals with different educational back- grounds, including 21 professors and 41 students. The collected data were entered in the Excel software and data analysis was done by t-test via STATA software version 12. Results: A total of 60.98% of students believed that team teaching improves people’s spirituality and mentality. 63.41% of them agreed with the effective role of this teaching method in learning. 56.10% of students and 62.30% of professors agreed with teaching of a certain course by different professors with different specialties. Moreover, 43.25% of the professors agreed with having a fellow in teaching. 80.95% of them agreed with dividing the duties of professors according to their expertise and 80.96% of them agree with regular meetings through a course. The results indicated that there is a significant difference between two groups regarding the effects of team teaching on the relationship between teachers and students (P value = 0.04), appropriate scheduling and planning in team teaching method (P value = 0.01), and the effects of this method on better understanding of the students (P value = 0.003). Conclusions: According to the results, this teaching method can be considered as an appropriate alternative to traditional meth- ods. With correct implementation of this educational technique, classrooms will be transformed from teacher-centered to team and interactional classrooms, and interactions between professors and students will be improved during courses.