Delving into English for Medical Purpose Teachers and Medical Students' Perceptions of Fairness in the Classroom: a qualitative study

Sadegi, Megdad; Fatehi Rad, Nead; Jalali, Valeh

doi:10.30491/IJMR.2023.407831.1257

Delving into English for Medical Purpose Teachers and Medical Students' Perceptions of Fairness in the Classroom: a qualitative study

Document Type : Original Article

Authors

Megdad Sadegi

Nead Fatehi Rad

Valeh Jalali

Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran

10.30491/IJMR.2023.407831.1257

Abstract

Introduction: A feature of English for Medical Purpose (EMP) teachers which is directly related to their teaching quality and its outcomes is their fairness in educational settings. This study aimed at exploring EMP teachers' and Medical students’ perceptions of classroom fairness.
Methods: This qualitative study included EMP teachers and medical students. The participants were divided into two groups. The first group included 15 (10 males and 5 females) EMP teachers who were selected through snowball sampling. The second group consisted of 30 (15 males and 15 females) medical students who were selected through available sampling from different virtual groups in WhatsApp or Telegram. To collect the data, a Demographic Information Scale, an Open-ended Teacher Questionnaire, an Open-ended Learner Questionnaire, and a semi-structured interview were utilized. The data were analyzed through thematic analysis using MAXQDA software.
Results: The teacher’s equal help, care, emotion, and attention to the students and obliging all students to observe the rules of the classroom should be observed to have fairness in the classroom context. Furthermore, shortage of time and facilities; financial problems; low language proficiency of students; students’ unwillingness, and demotivation to learn are important challenges that EMP teachers encounter in the classroom.
Conclusion: It conclusion, EMP teachers’ and medical students’ perceptions of classroom fairness share some themes which mainly turn around students and their rights. The results have some implications for EMP teachers, learners, teacher educators, curriculum planners, and researchers.

Keywords

Classroom Fairness

Distributive Classroom Fairness

Interactive Classroom Fairness

Procedural Classroom Fairness