Prioritizing educational philosophies, curriculum ideology and teaching methods of medical sciences professors

Understanding academics’ points of view about teaching and learning process is of great importance. The present study aimed to prioritize the components of educational philosophies, curriculum ideology and teaching methods in medical science academics, and investigate the effect of demographic characteristics on each of the components. The research method was descriptive-survey based on available sampling method from academics of a medical university in Tehran. Data collection tool was a questionnaire of educational philosophy, curriculum ideology and teaching methods. Only full-time faculty members entered the study, and lecturers and faculty assistants were excluded from the study. SPSS v16.0 software was used to analyze the data. The findings showed that among the medical science academics, perennialism educational philosophy was a priority and the ideology of scientific scholars was prioritized to other ideologies. The teacher-centered teaching method has been more than student-centered teaching methods in favor of teachers finally, the results showed that the variables of teaching history, academic rank and gender had no effect on changing priorities. Considering the importance of the role of students in the quality of achieving educational goals, it is suggested that the educational system administrators provide the necessary arrangements be made to educate and encourage teachers to use the participatory teaching method as one of the most effective methods of learning