1Department of Health Sciences, College of Health and Rehabilitation, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia
2Radiological Sciences Department College of Applied Medical Sciences, King Saud University, Saudi Arabia
3Department of Rehabilitation Sciences, College of Health and Rehabilitation, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia
*Corresponding e-mail: uazaidi@pnu.edu.sa
Online published on 19 November, 2018.
Psychological perspective determines how people will intervene into problems, issue, cases and define their reasoning. It became more essential to study the psychological perspectives of medical students because they have to deal with human beings. In learning process, a teacher takes part in the learning process as a role model and becomes the greatest source of inspiration. Therefore, the main objective of this study was to investigate the impact of psychological viewpoints of teachers on Health and Rehabilitation Sciences College students’ viewpoints.
Study was conducted during Sep 2016-Jan 2017, into two-time point intervention. The sample of this study comprised of (n=143) students and (n=8) teachers of college of health and rehabilitation sciences, Princess Nourah bint Abdulrahman University. Measures included were sociodemographic information data sheet and psychological view point scale.
Indicated that scores of students enrolled within traditional lecture based programs were significantly correlated (p<0.05) with behavioural perspective. In contrast, students’ score of PBL based programs were correlated (p<0.05) with psychoanalytical perspective. Teachers of both programs scored high on behavioural and psychoanalysis and it increased average scores of students at the end of semester.
The methods used for teaching and teaching teachers both can influence the students point of view.
Psychological viewpoints, Educational Technology, Behavioural point of view, Psychoanalysis, Humanist perspective, Problem based learning, Lecture based learning
