2024-03-29T19:29:26+03:30 http://mededj.ir/browse.php?mag_id=19&slc_lang=fa&sid=1
19-224 2024-03-29 10.1002
Medical Education Journal mededj 2322-4940 2345-5497 10.22088/mededj 2017 5 1 A Psychometric study of the student’s attitudes towards mobile learning scale among medical students in Iran University of Medical Sciences BACKGROUND AND OBJECTIVE: One of the important challenges in education in recent years will be the adoption of mobile devices in the learning sphere. This study aimed to psychometric of the attitudes towards mobile learning scale. METHODS: This study was psychometric of 120 subjects was recruited from the medical schools in Iran university of medical sciences. Initial instrument was adopted from previous studies compromised 21 –items, likert type. Instrument validation procedures included impact item score, content validity index (CVI) and content validity ratio (CVR) was done with the judgment of 10 experts and 20 items was remained in instrument in this phase. For the construct validity exploratory factor analysis was used. Internal reliability of the scale was determined by alpha cronbach coefficient and with the test-retest method the external consistency of a test was assessed. FINDINGS: Of the original 21 items, all of them about the impact item index over 1.5, CVR over 0.62, and CVI over 0.7 were considered as valid; based on exploratory factors analysis,  21 items remained  in scale. Considering a minimum eigenvalue of 1 for each factor, the four factors were labeled as: mobile learning usage, mobile learning restriction; Freedom in the use of mobile phones in learning and capability of mobile learning. This instrument capable of predicting 68.516% of the properties as an attitude toward learning with mobile learning variance. CONCLUSION: The results of this study indicated the strength of the factor structure and reliability of an instrument for measuring student attitudes toward learning with mobile learning. The results of study can assess student attitude towards mobile learning in universities and other educational institutes. 2017 3 01 1 11 http://mededj.ir/article-1-224-en.pdf
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Medical Education Journal mededj 2322-4940 2345-5497 10.22088/mededj 2017 5 1 Assessment of educational group’s status based on types of evaluation methods of medical students at the Shiraz University of Medical Sciences 2014 Javad Kojury Sara Rivaz E mail: Srivaz333@gmail.com Mitra Amini Mojdeh Rivaz BACKGROUND AND OBJECTIVE: Evaluation is one of the major aspects in process of educational activities. Evaluation provides the possibility to assess strengthens and weaknesses. The present study has been conducted under the goal to assess approach of students evaluation by basic sciences and clinical sciences educational groups at medical school of Shiraz university of medical sciences. METHODS: The present study is a cross sectional and descriptive-analytic. In order to assess medical school exams, a check list was designed and distribution to educational groups´ managers of basic and clinical sciences. After data were gathered, data analysis was performed. FINDINGS: According to the result, 93.16% of clinical educational groups used multiple choices question (MCQ), 61.79% used Log-book, 3.57% OSCE, 50.83% DOPS, 45.57% Practical Exam,43.41% used Descriptive, 38.21% Oral Exam and 22.87% used Dobs. The basic groups the most average used 67.9% MCQ and 66.3% Descriptive Exam. While none of them no used Dobs and  Mini cex. CONCLUSION: MCQs can only assess low leaves of cognitive knowledge, in which practical knowledge is critical using evaluation approaches such as descriptive exams, and Mini cex can approaches assess higher levels of cognitive knowledge along with emotional and psycho-motor aspects which can evaluation quality. Due to the fact that in most groups examined in this study MCQ was the most commonly used, results derived from the presents study were announced to educational groups in order to enhance their evaluation effectiveness by using different types of evaluations. Students ´Evaluation Methods MCQ Medicine School Shiraz 2017 3 01 7 13 http://mededj.ir/article-1-205-en.pdf
19-206 2024-03-29 10.1002
Medical Education Journal mededj 2322-4940 2345-5497 10.22088/mededj 2017 5 1 Anesthesia students\' attitudes toward the role of anesthesia residents in clinical training Yousef Mortazavi Ebrahim Alijanpour Ome-Leila Rabiee syasin36@yahoo.com Samaneh Babagoli Robab Nazarpour Niloofar Dadashi BACKGROUND AND OBJECTIVE: Training is essential for learning and clinical training is one of the fundamental parts of community health system. Although the professors have the central role of training in hospitals, the residents have an important role in training. The aim of this study was to determine the anesthesia students' attitudes to the role of anesthesia residents about clinical training. METHODS: In this cross - sectional study, a researcher-made questionnaire containing two main sections was used and its validity and reliability were confirmed, too. The first section included the questions related to the attitudes of anesthesia students toward the role of anesthesia residents and the second part was related to the comments of anesthesia residents to the anesthesia students. Anesthesia students and residents determined their attitudes by these alternatives such as strongly agree, agree, neutral, disagree and strongly disagree. The questionnaire was distributed among 100 anesthesia students of the third and higher semesters in continuous and non-continuous undergraduate. FINDINGS: In total, 81 students who completely filled out the questionnaires were entered the study. Students believed that 33.3% of the residents could be successful in compensating the existing education gap, desirably. Also,  48.1% of students stated that the educational affaires were performed better by the residents than the related professors so that the majority of residents, in this regard, had been agreed or neutral. Among them,  32.1% of students agreed on the idea that training only by residents was not better than the current situation (by clinical instructor) and argued that the residents besides instructors improve their practical and clinical activities in addition to the increase of scientific knowledge. CONCLUSION: According to the findings of this study, students had a desirable attitude toward the role of anesthesia residents. Anesthesia residents considerably help the students in the field of clinical training but this help requires the educational program and increases the motivation of high-year residents in clinical training. Clinical training Anesthesia students Anesthesia residents 2017 3 01 14 20 http://mededj.ir/article-1-206-en.pdf
19-207 2024-03-29 10.1002
Medical Education Journal mededj 2322-4940 2345-5497 10.22088/mededj 2017 5 1 Evaluation of effective factors on theoretical classes’ attendance of dentistry students of Babol University of Medical Sciences Maryam Seyedmajidi Kambiz Naderi SeyedAli Seyedmajidi s.majidi.dvm@gmail.com BACKGROUND AND OBJECTIVE: The characters and roles of teachers and demographic characteristics and attendance of students have special places in classroom. Students are interested to participate in classroom logically and manner of faculty members’ teaching manner determine students' attendance in class. This study aimed to investigate the factors influencing the students' attendance in theoretical classes from the perspective of dental students of Babol Dentistry School. METHODS: This descriptive-analytical research was carried out as a cross-sectional study in 2015-2016 academic year. Sampling was performed by census method. Data collection tool was a questionnaire consisted of two parts of demographic data and 21 items in three fields of teacher, student and physical environment. To analyze the data, SPSS version 16 software was used and the significance level of 0.95 was considered. FINDINGS: From the perspective of dental students, the teacher field was mentioned as the most effective factor and physical environment field had the least impact on the attendance of students in theoretical classes. The differences of mean scores of physical environment field in comparison with teacher and student fields (p-value<0.0001) and between male and female participants (p-value=0.006) were statistically significant. Among the participants from various enterance years, the highest and the lowest average scores were related to 2010 and 2015 enterance years. CONCLUSION: Relationships between students and teachers and the interactions among them are associated with positive behavioral and attitudinal results for students. Educational authorities should create a high-quality learning environment, implement modern methods of teaching and dealing with students to teachers and encourage students to participate in classrooms. Students attendance Medical Science University Classroom Factor 2017 3 01 21 26 http://mededj.ir/article-1-207-en.pdf
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Medical Education Journal mededj 2322-4940 2345-5497 10.22088/mededj 2017 5 1 The effect of simulation education on quality of the spinal column fixation Fateme Moghimi fmoghimi13@yahoo.com Mansour Dianati BACKGROUND AND OBJECTIVE: Nursing in crisis consists of pre hospital specialized skills and cares for the survival of the injured, the lowering of physical and mental damage, safely transferring of injured and preventing of complication and worsening of their damages. Lack of nurse’s skills may ne lead to problems aggravation and irreversible complications. Therefore, Obtaining Skill and experience in actual situations gradually is not enough rather, nurses should be educated step by step. Simulation in workshop is one of the best education ways. The purpose of this research is to investigate the effect of simulation education on quality of the spinal column fixation of simulated patient by nursing student of Kashan 1395. METHODS: This study was a Clinical trial that carried out on 34 nursing students of semesters 7 and 8 were selected and educated by simulation method. Instrument used in this study was a researcher structured checklist consisted of demographic information and evaluation list in order to valuation students skills including professional standards related to the method of the fixation of spinal column of the injured. After evaluation student's skills by the checklist, simulation was performed in workshop. Then, student’s skills were evaluated by the checklist and data was analyzed by software SPSS, 22 version. FINDINGS: The study sample included 9 men (26.5%) and 25 women (73.5%) with average age of 22 years. The quality of effective fixation of spinal Column was 2.9% of cases in good level before intervention. However after the simulation education session this percentage was improved by 70.6% and there was significant difference between skills scores of nursing students before and after (P<0.001). CONCLUSION: Results showed that the simulation education was effective on the quality of the fixation of spinal column and improves nurse's skills. Simulation education Spinal column fixation Nursing students 2017 3 01 27 32 http://mededj.ir/article-1-208-en.pdf
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Medical Education Journal mededj 2322-4940 2345-5497 10.22088/mededj 2017 5 1 Faculty development strategies based on the development and innovation programs of medical education (qualitative research) Maryam Gaemi Amiri Abasalt Khorasani Mohammad Yamani Douzi Sorkhabi Shahram Yazdani BACKGROUND AND OBJECTIVE: The development and innovation program in medical education is a strategic program in order to fulfill the objectives of the developmental programs of the health system. Since the medical faculty members have an important role in promoting public health, this study aimed to identify strategies for growth and development of faculty members of medical universities at northern part of Iran based on the evolution and innovation program of medical education in the form of grounded theory. METHODS: This qualitative study was conducted using Grounded Theory Approach during 2015-2016. The study population included 22 faculty members of medical universities at the northern part of Iran. Sampling was performed by targeted method on those who were responsible in university or college. They were asked about the strategies for faculty development based on the development and innovation program in medical education. FINDINGS: The results of collected data were classified into two main themes: Health ministry strategies (institutionalization of accountable and justice-centered education), and academic strategies (supporting the medical education development centers) and 9 sub-themes. CONCLUSION: Considering the results of the study, it is recommended to Education policy makers to design and provide a more accurate and systematic programs in order to achieve development and growth of their faculty members according to the evolution and innovation program in medical education; so, the effectiveness and efficiency of faculty members and consequently the higher education system will be improved. development faculty members innovation medical education strategy 2017 3 01 33 39 http://mededj.ir/article-1-216-en.pdf
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Medical Education Journal mededj 2322-4940 2345-5497 10.22088/mededj 2017 5 1 The first step towards institutionalizing approach of responsive education: Survey the current status of training courses of environmental health from perspectives of students MohammadAli Yaghoubifar Akram Ghodrati aghodrati88@yahoo.com SeyedJamal Mirmousavi BACKGROUND AND OBJECTIVE: Training courses are a suitable opportunity that student become familiar with themselves career, field of study and social needs. Secondly students become familiar with update applications and technologies. The aim of this study was to determine training from perspectives of environmental health of students Sabzevar University of Medical Sciences. METHODS: this study is an analytic-descriptive and cross sectional research. This research was conducted on undergraduates 8th semester of environmental health. The sampling method was census. The research instrument is a research-maker questionnaire. Content validity was confirmed by experts. Too Reliability was calculated through Cronbach's alpha coefficient 0.74. The study was conducted on students. Descriptive statistical methods and software SPSS version 16 is used to analyze the data. FINDINGS: A total of 48 students participated in the study that they were 15 (31.25%) men and 33 (68/75%) women. Students had not a positive view about the design and organization, implementation and evaluation, pilot education, regulatory and control programs, needed administrative actions of training activities .The teachers had a positive about regulatory and control programs than other training programs. CONCLUSION: Results showed that the students' views on all items student lower-than-average standard. The first step towards institutionalizing approach of responsive education is to identify the problem, deficiencies and the needs of current training programs towards responsive education to the needs of community. The final exam after completion of training, practical courses and activities performed by the students, assiduity to training problems and accurate planning are ways that help to increasing education quality. Training courses Environmental health Students 2017 3 01 40 46 http://mededj.ir/article-1-209-en.pdf
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Medical Education Journal mededj 2322-4940 2345-5497 10.22088/mededj 2017 5 1 Methodology of teaching and evaluation of medical ethics course from the perspective of teachers SeyedEsmaeil Managheb managheba@sums.ac.ir Yahya Sadeghi-Mazidi BACKGROUND AND OBJECTIVE: Medical ethics is one of the lessons which were added to general medical curriculum in recent years. Experimental nature of this course requires having its own training and assessment methods. In this way, the viewpoints of the teachers can have a prominent role. This study aimed to determine teacher's opinions about teaching and evaluation methods of medical ethics course at Shiraz and Jahrom Universities of Medical Sciences in the year 2012. METHODS: This cross sectional study was carried out in the year 2012 at Shiraz and Jahrom Universities of Medical Sciences.The study population consisted of teachers of medical ethics at these two universities. Sampling was performed as census and all medical ethics teachers (23 persons) were enered to this study. The study instrument was a researcher-made questionnaire which its validity was approved by the five expert's opinions and its reliability was determined as Cronbach's alpha measure 74%. This questionnaire had four main areas: 1- Appropriate time for teaching. 2- Appropriate place for teaching. 3- Appropriate method for teaching. 4- Appropriate method for evaluation which was set as the 5-choices Likert scales from completely agreed to completely disagree. The questionnaires were sent to the teachers and delivered after filling out. Obtained data were analyzed with SPSS version 14 package as descriptive statistics. FINDINGS: Based on the teachers opinion, the best time for teaching was clerckship period (43.5%), internship in second place (30.4%) and basic sciences in the last place (8.7%). the best palce for teaching was classroom (43.5%) and Clinical Skills Lab in second place (21.7%). The best method for teaching was lecture (56.5%) and group discussion (21.7%). The best way of evaluation was written exam (52.2%) and work report and observation of medical interview correspond with 17.4% and 8.7% were in second and third places. CONCLUSION: It is suggested that to teach this lesson as a longitudinal course especially in clinicalcourse. In the other words, the concepts made simple or quite theoretical can be tought in the basic sciences phase; practical and complex concepts can be tought in the clinical phase. Although in this study, lecturing and writing exams are most welcome, but this may be due to the lack of familiarity of the teachers with other existing methods. Medical ethics Professional ethics Medical Education Evaluation 2017 3 01 47 52 http://mededj.ir/article-1-210-en.pdf