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J Educ Health Promot. 2019 Sep 30;8:168. doi: 10.4103/jehp.jehp_409_18. eCollection 2019.

Assessing the educational services quality of health information technology students.

Author information

1
Health Information Technology Research Center, Isfahan University of Medical Sciences, Isfahan, Iran.
2
Department of Epidemiology and Biostatistics, School of Public Health, Isfahan University of Medical Sciences, Isfahan, Iran.
3
MSc Student, Health Information Technology, Isfahan University of Medical Sciences, Isfahan, Iran.

Abstract

INTRODUCTION:

Responsibility in the higher educational system requires the universities to be sensitive on students' needs and expectations. The purpose of the present study was to examine the educational service quality among health information technology (HIT) students in Isfahan University of Medical Science based on the SERVQUAL model.

METHODS:

This was a descriptive cross-sectional study and carried out at the Management and Medical Information Sciences faculty of IUMS in 2018. Sixty-eight undergraduate and postgraduate students of HIT participated in this study. For collecting data, the standard SERVQUAL questionnaire was used. The collected data were analyzed using SPSS version 20 software in descriptive level.

RESULTS:

Findings showed that there was a positive gap in overall dimensions of educational services quality (mean discrepancy of expectations and perceives). Most mean of service gap was contributed to responsiveness dimension 1.06 (0.98 standard deviation [SD]), following that empathy 1.04 (0.97 SD), assurance 1.00 (0.83 SD), reliability 0.83 (0.76 SD), and the least gap was seen intangibles 0.61 (1.02 SD).

CONCLUSION:

According to the current gaps in all quality dimensions, as well as high amount of expectations in comparison with students' perception, it is required to evaluate higher education quality through implementing students' knowledge skill and creative abilities. Therefore, to improve the quality of educational services at the Faculty of Management and Medical Information, all dimensions, especially the responsiveness dimension, should be considered.

KEYWORDS:

Assessment; educational services quality; health information technology; students

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