per
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
2014-03
13
12
1138
1139
article
The uniform classification of educational research methodology for Iranian journal of medical sciences
sepideh jamshidian
sepidehjamshidian@gmail.com
1
http://ijme.mui.ac.ir/article-1-2979-en.pdf
per
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
2014-03
13
12
1127
1137
article
Development and Psychometric Evaluation of a Tool for Assessing Emotional Intelligence in Teaching
Fariba Haghani
haghani@edc.mui.ac.ir
1
Bahareh Aminian
Bahareh.aminian@gmail.com
2
Tahereh Changiz
changiz@edc.mui.ac.ir
3
Sepideh Jamshidian
sepideh_jamshidian@yahoo.com)
4
Introduction: Emotional Intelligence (EI) has become a matter of great interest in teaching due to its positive effects on teaching-learning process, achievement in life, and improvement potential. Several instruments have been developed to measure individuals’ EI but none of them have been able to show to what extent a teacher uses EI in his teaching. This study was performed to develop an emotional intelligence measurement tool in teaching and evaluate its psychometric features.
Methods: The preliminary questionnaire of 109 questions was developed based on literature review and determining emotional teaching factors. Content and face validity were confirmed by experts. The construct validity was confirmed by determining the correlation between the instrument and the Bar-On questionnaire among 30 randomly selected faculties. For factor analysis and data reduction also, 350 questionnaires were distributed among faculties in Isfahan University of Medical Sciences. Exploratory factor analysis was performed through principal components analysis. Data was analyzed using descriptive statistics, correlation, and factor analysis.
Results: 350 faculties received the questionnaire and 204 filled it out (response rate =58%). The designed questionnaire was correlated with Bar-On (p<0.001;r=0.714). Based on the results of factor analysis and negotiation with experts, the final questionnaire was prepared comprising 31 questions in 8 categories of “responding to learners’ feelings, motivation in teaching, communication with learners, responsibility towards learners, leading learners, sensitivity to learners’ social development, teaching abilities, and prompt reaction. Reliability coefficient of the questionnaire was 0.9 calculated through Cronbach’s alpha.
Conclusion: This 31 item questionnaire seems to be a valid, reliable, and useful instrument to measure teachers’ emotional intelligence in teaching. Evaluation of the designed questionnaire in larger populations is recommended.
http://ijme.mui.ac.ir/article-1-3137-en.pdf
Emotional intelligence
tool
questionnaire
teaching
psychometric evaluation
and teacher
per
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
2014-03
13
12
1114
1126
article
Examining the Psychometric Characteristics of Tools for Measuring Intrinsic Motivation Inventory and Perceived Motivational Climate Scale among Medical Students
kamran Soltani arabshahi
soltarab34@gmail.com
1
Ali Norouzi
ali_ali3741@yahoo.com
2
Saiideh Norouzi
norouzi62@yahoo.com
3
Luis Cid
luiscid@esdrm.ipsantarem.pt
4
Introduction: Review of the literature indicates that few researchers have examined the issue of motivation in medical education context. Hence construction of appropriate measurement tools can be a step toward encouraging researchers to address this particular issue. This study examined psychometric characteristics of tools for measuring Intrinsic Motivation Inventory (IMI) and Perceived Motivational Climate Scale (EPCM) in medical students.
Methods: A sample of 222 Iranian medical students completed Iranian versions of the EPCM, and IMI in a descriptive study. For assessing reliability of instruments, test-retest method and calculating Cronbach's alpha were used. Confirmatory factor analyses were carried out to confirm the factorial validity of tools.
Results: After modification of the questions in both instruments, acceptable reliability coefficient was found. Confirmatory factor analysis indicated that these tools have appropriate goodness of fitting indices.
Conclusion: The modified IMI (i11 questions), and EPCM (16 questions) have appropriate reliability and validity for use in medical education.
http://ijme.mui.ac.ir/article-1-2866-en.pdf
Intrinsic motivation
perceived motivational climate
intrinsic motivation inventory
perceived motivational climate scale
per
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
2014-03
13
12
1099
1113
article
The Outcomes of Ethics Education to Medical Students Based on Moral Reasoning Models
Athar Omid
Athar_omid@yahoo.com
1
Nikoo Yammani
yammani@edc.mui.ac.ir
2
Peyman Adibi
adibi@med.mui.ac.ir
3
Introduction: For years, the importance of medical ethics education in medical schools has been emphasized but there is no consensus over learning goals yet. This study aimed to investigate the learning outcomes of medical ethics education based on models of moral reasoning.
Methods: This study is a review using proper keywords in databases such as Medline, Web of Science, Scoupus, and Eric limiting the results to papers published from 1990 to 2012 which resulted in finding61 articles. Seven articles related to learning objectives and 12 articles related to the model were investigated.
Results: Researchers have different views on learning objectives of medical ethics education. Some believe that the goal of ethics education is to train virtuous physicians. Others believe that the more practical and measurable goal is moral reasoning skills. Showing the cognitive and attitudinal elements of an ethical behavior, however, Rest Model postulates the four components for ethical behavior to flourish.
Conclusion: For teaching ethics education, skills such as emotional control, tolerance of ambiguity for multiple perspectives, and empathy in difficult situations should be taught in addition to teaching ethical principles. Moreover, appropriate environments regarding role modeling and encouraging ethical values must be provided for learners. Providing reflective opportunities also will bring insight on ethical codes that results in increasing moral commitment.
http://ijme.mui.ac.ir/article-1-3127-en.pdf
medical ethics
Rest model
Kohlberg\'s theory
curriculum
learning outcomes
medical students
moral reasoning
per
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
2014-03
13
12
1082
1098
article
Social Accountability of Medical Education Curriculum: Barriers and Implications
Nikoo Yamani
yamani@edc.mui.ac.ir
1
Mohammad Fakhari
fakharedc@gmail.com
2
Introduction: Social accountability of curriculum is considered as the director of all medical education activities towards the training of medical practitioners who could be able to contribute to health needs of a population. This study tried to investigate some barriers to medical education social accountability and summarize the experimental based proposals and recommendations in international literature on social accountability program to aware stakeholders and curriculum planners.
Methods: We searched for all papers published from 2000 to 2013 in Pubmed, Elsevier, Springer, and Proquest databases as well as Google scholar search engine. Search strategy included the words of social sccountability, medical education, clinical teaching, and curriculum in the article title abstract or keywords.
Results: Thirty seven related articles totally were found and investigared. In order to conclude the results, we defined the concept of social accountability and point eight major obstacles in development of social acoountability, and then we discussed different models for evaluation of programs’ social efficacy. Finally the recommended implications are argued.
Conclusion: There are several structural obstacles in universities that have to be eliminated in order to develop social accountability in medical education. A number of recommendations have been made in order to help institutions make the programs accountable but they are the results of personal experiences of researchers. These should be investigated and studied more to be examined regarding their effectiveness in educational systems. Directing educational studies into accountabilitry in medical education is a necessity.
http://ijme.mui.ac.ir/article-1-3129-en.pdf
Social accountability
medical education
curriculum.
per
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
2014-03
13
12
1073
1081
article
The Effect of Direct Observation of Procedural Skills (DOPS) Evaluation Method on Learning Clinical Skills among Emergency Medicine Students
Maryam Bagheri
bagherim@mums.ac.ir
1
Maliheh Sadeghnezhad
sadeghnezhadm1@mums.ac.ir
2
Tayyebe Sayyadee
sayyadeet@gmail.com
3
Fatemeh Hajiabadi
hajiabadif@mums.ac.ir
4
Introduction: Despite the fact that evaluation is the most important part of effectiveness of clinical education, evidences show the inefficiency of current evaluation methods. Common evaluation methods are restricted in subjective information and in addition to failure in evaluating students’ clinical skills precisely, they are not considered as learning instruments. Therefore, this study was conducted to determine the effect of DOPS evaluation method on learning clinical skills of emergency medicine students.
Methods: This two group quasi experimental study of before and after design was carried out in surgery wards of Ghaem & Emam Reza hospitals of Mashhad University of Medical Sciences within 2008 and 2009 academic years. Study population included all emergency medicine students of the second semester that were divided into two groups (n=25 in experiment and n=21 in control group). Data collection method included observation and completion of a researcher made checklist before and after clinical course. Tool credibility was confirmed using content validity and its reliability was approved through inter-rater reliability (r=0/89). Data were analyzed using descriptive statistics, independent t-test, and paired t-test.
Results: There was no significant difference between groups regarding demographic variables. The mean of pretest in two groups showed no significant difference before intervention (p=0.18 and t=-1.3). This is while case group showed higher mean scores compared to control group after intervention (via DOPS evaluation) and this difference was significant (p=0.0001, t=4.9).
Conclusion: It seems that employing new methods of evaluation such as DOPS as an objective, valid, and highly applicable method in clinical evaluation solely or along with other common methods, can result in the improvement of clinical skills and more effective learning among students.
http://ijme.mui.ac.ir/article-1-2854-en.pdf
Clinical evaluation
Direct Observation of Procedural Skills (DOPS)
clinical skills
Student evaluation
per
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
2014-03
13
12
1058
1072
article
Kirkpatrick’s Model: a Framework for Evaluating the Effectiveness of Short-term and In-service Training Programs
Tahereh Changiz
changiz@edc.mui.ac.ir
1
Mohammad Fakhari
Fakharedc@gmail.com
2
Athar Omid
athar_omid@yahoo.com
3
Introduction: One of the common models for evaluation in the organization and in-service training model is four-level Kirkpatrick’s model. Users must be aware of strengths and areas of application of this model. The aim of this paper is to clarify the characteristics of this model according to Kirkpatrick and to summarize the critics of scholars to this model. At the end, the reforms that have been carried out on this model are described.
Methods: At first, we manually searched library sources for the publications on Kirkpatrick’s model. Then using Google Scholar and databases such as Eric, Ebsco, Elsevier, and Proquest, articles having terms such as Kirkpatrick, model, and evaluation in title or keywords were retrieved. Finally, all the articles that were available were downloaded and reviewed.
Results: Five books were found in searching library resources. Eighteen articles and 3 dissertations were also retrieved which were downloadable. This model emphasizes collecting evidence at 4 levels to judge the effectiveness of educational programs. This model comprises several assumptions that are determined by the predominant users of the model. However, some of the critics to this model related to the assumptions established on it. Some experts have proposed additional levels to extend the model to other surfaces. However, Kirkpatrick refused these proposals.
Conclusion: This model provides a general insight on key indicators of the effectiveness of the program to users. Yet, it neglected some variables that affect the evaluation of training program’s effectiveness. This model is suitable for the evaluation of short-term and in-service trainings in organizations. It is not recommended for evaluating all educational programs.
http://ijme.mui.ac.ir/article-1-3093-en.pdf
Program evaluation
Kirkpatrick’s model
Kirkpatrick’s pyramid
in service training.
per
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
2014-03
13
12
1051
1057
article
Neuroeducation, Is the New Field Emerging?
Maryam Baratali
aryousefy@edc.mui.ac.ir
1
Alireza Yousefy
baratali_540_1359@yahoo.com
2
Masih Saboori
saboori@edc.mui.ac.ir
3
Narges Keshtiaray
keshtiaray@gmail.com
4
Introduction: Thanks to advanced imaging devices, the rapid growth of neurosciences and identification of various functions in different parts of the brain has lead to new perspectives open in a variety of sciences. This paper outlines the prospects for integrating findings of neuroscience and education.
Methods: This paper is the outcome of a non-systematic review through searching scientific databases such as Science Direct and Springer and search engines such as Google as well as library sources. Main key terms in our search were neuroeducation, bridging education, and neuroscience.
Results: Although methods to achieve results in neuroscience and education are significantly different and combination of the findings of these two fields may appear difficult, the emergence of a new interdisciplinary field seems to be possible in the future.
Conclusion: The findings of neuroscience have generated new insights to education professionals. The results of educational psychologists’ studies as well, have placed new questions and study fields to neuroscientists. Closer scientific cooperation between experts of these two fields may lead to promising findings that can affect human life
http://ijme.mui.ac.ir/article-1-3072-en.pdf
Neuroscience
neuroeducation
education.
per
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
2014-03
13
12
1040
1050
article
Effective Factors in Job Motivation of Faculty Members in Shahid Sadoughi University of Medical Sciences: an Application of Herzberg’s Motivation Theory
Seyyed Nasrolah Hoseyni
mehdimirzaiea@yahoo.com
1
Masoud Mirzaei
masoudmirzaei@me.com
2
Reyhane Faryabi
mehdimirzaiea@yahoo.com
3
Amir Mohsen Mokhtari Ardekan
mehdimirzaiea@yahoo.com
4
Morteza Shaker Ardekani
mehdimirzaiea@yahoo.com
5
Mehdi Mirzaei Alavijeh
motlaghf@yahoo.com
6
Introduction: Motivation of faculties is a key factor for quality of research and education of every nation. Lack of motivation and job satisfaction as a result, may threat physical and mental health of faculties and their quality of life and consequently impede professional achievements. Herzberg's expression motivation model evaluates two domains motivation and mental hygiene. This study aimed to determine effective factors in job motivation of faculties in Shahid Sadoughi University of Medical Sciences based on Herzberg’s model.
Methods: This cross-sectional study was performed on all faculties of Shahid Sadoughi University of Medical Sciences through census sampling. Data collection tool was a questionnaire of two different parts including 11 questions on background and demographic data in first part and 40 items based on Herzbergs' two-factor theory of job motivation in a frame of eleven factors (5 internal and 6 external domains) in the second part. After confirming validity and reliability, questionnaires were completed by 230 faculties through self report. Data was analyzed using descriptive statistics, independent t-test, and one-way ANOVA at 0.05 significance level,
Results: 68.7 percent of faculties were male and 31.3 percent were female. The external domain was more important to the participants compared to internal domain. Job security, income, conditions of workplace, level and promotion, and job progress and development were the most important factors respectively. Independence and responsibility identified to be the least important factors.
Conclusion: In order to improve faculties’ job motivation, we recommend pay further attention to external factors of Herzberg’s theory.
http://ijme.mui.ac.ir/article-1-2843-en.pdf
Motivation
job motivation
faculty member
university
per
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
2014-03
13
12
1031
1039
article
Graduate Students’ Satisfaction with Supervisory Performance in Thesis Process in University of Social Welfare and Rehabilitation (USWR) in 2011-2012
Soheila Shahshahani
sol_shah@yahoo.com
1
Samaneh Hoseinzadeh
mohammadabad@gmail.com
2
Kianoosh Abdi
k55abdi@yahoo.com
3
Akbar Mirjai Aghdam
a_mirjani@yahoo.com
4
Introduction: This research was designed to determine the satisfaction level of postgraduate students of USWR with supervisory performance of supervisor and advisor in Thesis process in 1390-1391.
Methods: This descriptive cross-sectional study was performed on postgraduate students of USWR who were preparing for thesis defense between 2011 October to 2012 June. Samples were selected through census. A researcher made questionnaire was completed by postgraduate students (n=106) who visited postgraduate office prior to their thesis defense. We used Kruskal-Wallis test, generalized linear model, chi2, and Fisher’s exact tests for data analysis.
Results: The study showed that students’ satisfaction with their supervisors and advisors were at a high level. A statistically significant difference was observed between age (P= 0.022) and students’ academic level (P= 0.026) with their level of satisfaction with supervisors. We found statistically significant relationships between level of satisfaction with advisors considering age (P= 0.013), gender (P= 0.001), type of thesis (P= 0.018) and also type of school (P= 0.019).
Conclusion: Although this research showed that students’ level of satisfaction with their supervisors and advisors of thesis project was at a high level in the University of Social Welfare and Rehabilitation Sciences, but we should emphasis on empowering students̕ research capabilities.
http://ijme.mui.ac.ir/article-1-2845-en.pdf
Satisfaction
supervision
postgraduate students
supervisor
advisor
thesis.
per
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
2014-03
13
12
1019
1030
article
Internet Dependency in Students of Kermanshah University of Medical Sciences
ziba mohamady
ziba.mohammadi14@yahoo.com
1
alireza khatony
akhatony@gmail.com
2
Mohamad Hydary
Gazana58@yahoo.com
3
Masoud Bahreini
. m.bahreini@bpums.ac.ir
4
Introduction: Despite several advantages of Internet, it involves serious problems and the most important ones is dependency on Internet. This study aimed to examine the Internet dependency in students of Kermanshah University of Medical Sciences.
Methods: In this descriptive cross-sectional study, 384 students of Kermanshah University of Medical Sciences were selected through stratified random sampling. Young's Internet Addiction Scale was employed for gathering data. Data analysis was performed using descriptive and analytic statistic including independent t-test and ANOVA.
Results: The results of 350 filled questionnaires showed that 91.7% of students were slightly dependant on the Internet and only 0.3% of them were severly dependant. There were statistically significant differences between internet dependency and sex (p=0.019, t=2.356), age (p=0.034, f=3.426), marital status (p<0.001, t=4.447), field of study (p<0.001, f=4.3), having a personal computer (p<0.001, t=4.388), knowledge of computer (p<0.001, f=6.547), knowledge of Internet (p<0.002, f=6.458), and reason for using the Internet (p<0.001, f=3.383).
Conclusion: Considering high prevalence of slight dependence on the Internet among university students, development of training programs to familiarize students with the risks of dependence on the Internet is necessary.
http://ijme.mui.ac.ir/article-1-2815-en.pdf
dependency
Internet
students
per
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
2014-03
13
12
1011
1018
article
Predictive Validity of Comprehensive Basic Science Examination for Medical Students’ Academic Performance in Birjand University of Medical Sciences
Bita Bijari
bita.bijari@yahoo.com
1
Ali Abassi
aliabassi86@yahoo.com
2
Introduction: Basic science materials are important for medical students considering the understanding of clinical subjects and evaluation of academic performance in subsequent levels. The aim of this study was to assess predictive validity of comprehensive basic science examination for students’ academic performance in Birjand University Medical Sciences.
Methods: In this descriptive cross-sectional study, 145 medical students that were admitted to Birjand University Medical Sciences within years 2002 to 2004 were selected through census. Information of these students including grades of comprehensive basic science examination (CBSE) and pre-internship examination (CPIE), average point grade (GPA) of clinical course and total average grade of students were collected from students’ files of records. Data was analyzed using t tests, ANOVA, and Pearson correlation coefficient.
Results: Mean scores of comprehensive basic science examination (CBSE) and comprehensive pre-internship examination (CPIE) for medical students were 128.86±19.27 and 118.54±18.82 respectively. Mean of clinical course average grade and total grade point averages were 17.09±0.96 and 16.77±1.04 respectively. The difference between mean scores of two genders was not statistically significant. The Pearson correlation coefficient for comprehensive basic science examination grade with clinical course average, pre-internship examination grade, and total grade point averages was 0.56, 0.55 and 0.68 respectively.
Conclusion: A moderate to high correlation between CBSE scores and scores of higher academic levels determined that the CBSE is a valid measurement to identify students at the risk of educational failure in subsequent academic levels.
http://ijme.mui.ac.ir/article-1-2650-en.pdf
Comprehensive basic science examination
academic performance
predictive validity
medical student.
per
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
2014-03
13
12
1001
1010
article
The Effect of Mobile Learning on Metacognitive Self-regulation and Attitudes of Students of Allied Health Sciences
Fateme Naderi
Fateme_naderi1390@yahoo.com
1
Mohsen Ayati
mayati@birjand.ac.ir
2
Majid Zare Bidaki
m.zare@live.co.uk
3
Mohamad Akbari Bourang
akbaryborng2003@yahoo.com
4
Introduction: The advantage of mobile learning in education is mobility and availability. This type of learning not only increases learner’s satisfaction and encourages them, but also develops learner’s interactions and effective communicational activities. As a result, this study was performed to investigate metacognitive self-regulation and attitude of students of allied health sciences through mobile learning in Birjand University of Medical Sciences.
Methods: In this quasi-experimental study, study population included operating room students (n=43) in satellite faculties of Birjand (Ghaen and Ferdows). Initially a relevant microbiology mobile book was installed on students’ mobile phones in case group (22 students). The microbiology contents were represented to the students of case group through the mobile book and SMS in addition to regular face to face technique. The control group received only conventional face-to-face training. Data gathering tool included questionnaires of Pintrich metacognitive self-regulation and students' attitude toward mobile learning. Pintrich has reported high validity and reliability and this also approved by domestic studies. A questionnaire of 12 items was used for investigating students’ attitude toward mobile learning which its validity was verified through factor analysis and the reliability was confirmed through Cronbach’s Alpha. Data was analyzed using descriptive and inferential statistics.
Results: The results of the study showed that mobile use has a significant effect on students’ metacognitive self-regulation and attitudes (p<0.0005).
Conclusion: Mobile learning left a positive effect on students’ metacognitive self-regulation and attitudes. Therefore, it is recommended that curriculum planners design and employ appropriate mobile learning methods to enhance attitude, motivation, and self-regulation skills of students.
http://ijme.mui.ac.ir/article-1-2797-en.pdf
Cell phone
metacognitive self-regulation
attitude
student
allied health sciences.