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Explaining the classroom behavior process of medical sciences students: A grounded theory
Yeganeh Moradi1, Zhila Fereidouni2, Abbas Abdollahi1,3
1Student Research Committee, Fasa University of Medical Sciences, Fasa, Fars, Iran.
Journal of Education and Health Promotion
|January 24, 2025
Summary
Medical students' classroom behavior is shaped by learner, teacher, and environmental factors. Understanding these influences can help educators foster professional conduct and improve academic outcomes.
Area of Science:
- Medical Education
- Qualitative Research
- Behavioral Science
Background:
- Classroom behavior is a critical factor in the educational journey of learners.
- Understanding student behavior is essential for effective curriculum development and implementation.
Purpose of the Study:
- To explain the complex process of classroom behavior among medical sciences students.
- To identify key determinants influencing student conduct in academic settings.
Main Methods:
- Qualitative study employing the grounded theory approach.
- Data collected through semi-structured interviews with 21 medical students.
- Analysis followed the Corbin and Strauss (2015) methodology until data saturation.
Main Results:
- Classroom behavior is categorized into representation scene, behavioral representation, and representation effect.
- Representation scene includes learner, teacher, environment, and content factors.
- Behavioral representation encompasses group dynamics, behavioral patterns, and student expectations, impacting academic progress and emotions.
Conclusions:
- Student classroom behavior is multifactorial, influenced by a range of elements.
- Educators and policymakers can leverage learning theories to cultivate positive behaviors.
- Strategic planning based on identified factors can enhance professional conduct and performance in medical students.
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