Predicting Learning Outcome of Students Based on their Perceptions from Courses in Rafsanjan University of Medical Sciences in 2013

Learners attitude of teaching - learning environment have a particular effect on learning skills and improving their performance during the course and their satisfaction after professional education. This study was designed to Predict learning outcomes based on the perceptions of the courses in Rafsanjan University of Medical Sciences. This cross-sectional study was performed in 2013. Medicine, Dentistry, Midwifery-Nursing and Paramedical students were selected based on census (n=314) from Rafsanjan University of Medical Sciences. Data gathering tool was a standard course experience questionnaire (CEQ) includes: Good teaching, clear and standard goals, appropriate assessment and workload that used to measure the perceptions of course. General skills (Lifelong learning skill) and course satisfaction were used for measuring learning outcomes and Previous semester’s grade point average (GPA) as an academic achievement. Data were analyzed by descriptive statistics and inferential parametric statistics (t-test, Pearson's correlation coefficient and multiple linear regressions) In this study, good teaching, clear goals and sex variables were predicted 31 percent of the variance of lifelong learning skills. Good teaching, clear and standard goals, appropriate workload and appropriate assessment were predictors of course satisfaction. Sex, course field and clear and standard goals were predictor of GPA (p<0.05). This study shows the importance of teachers to represent good teaching that is a fundamental factor of learning lifelong learning skills and the course satisfaction. Authorities should be able to have educational interventions on promotion of lifelong learning skills field followed by course satisfaction.