per
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
2000-06
1
1
65
66
article
Educational descriptive terminology
Alireza Yousefy
1
Education
در فارسی به «تربیت، تعلیم و تربیت، آموزش و پرورش و آموزش» برگردان شده است. این واژه دربرگیرنده تمام فرآیندهایی است که منجر به رشد و توسعه تواناییهای انسان میشود. براساس تعریفی که یونسکو ارائه میدهد، به معنای آموزش مستمر و طراحی شده برای کسب دانش، مهارتها و ادراکات ارزشمند که شامل کلیه فعالیتهای زندگی انسان باشد، بکار رفته است. در واژه تربیت، مخصوص انسان بودن و ارزشمند بودن محتوی، مورد تأکید است.
Medical Education
این واژه به کلیّه فعالیتهایی که برای تربیت شاغلان حرفه های پزشکی و آموزشهای مداوم ضمن خدمت آنان که موجب روزآمد شدن و آمادگی خدمت آنان میشود، اشاره میکند.
Education Accountability
این اصطلاح در فارسی به «پاسخگویی تربیتی، مسؤولیتپذیری تربیتی و حسابرسی تربیتی» برگردان شده است. این واژه نسبتاً به تازگی در ادبیات تربیتی به کار میرود و اشاره به مسؤولیت و پاسخگویی مؤسسات آموزشی درمورد رسانیدن دانشجویان بر سطح قابل قبولی از نتایج و مهارتها است. این اصطلاح به ویژه به پاسخگویی مؤسساتی که مسؤولیت تربیت حرفهای را برعهده دارند، اشاره میکند.
Curriculum
این واژه به یک برنامه یا دوره آموزشی مشخص طراحی شده که با هدایت و نظارت و مسؤولیت یک مؤسسه آموزشی ارائه میشود، اشاره میکند. در زبان فارسی این واژه به «برنامه درسی» برگردان شده است.
Curriculum Development
این اصطلاح در زبان فارسی به «برنامهریزی درسی» برگردان شده است و اشاره به فرایندهایی دارد که یک برنامه درسی طراحی
و اجرا میشود. این فرایندها به اختصار عبارتند از : تعیین اهداف یک برنامه، مشخص ساختن محتوا و تدارک فرصتها و تجربیات یادگیری، تعیین چگونگی اجرای برنامه و ارزشیابی آن.
Core Curriculum
این واژه اشاره به برنامههای آموزشی مشترکی دارد که کلیّه فراگیران یک مؤسسه آموزشی بایستی آن را فرا گیرند. همچنین در معنای واحدهای درسی ضروری که در یک رشته تحصیلی بایستی ارائه شود نیز، بکار رفته است.
Curriculum Vitae
این واژه که اختصاراً به آن «CV» اطلاق میشود اشاره به بیان جزئیات بیوگرافی فردی دارد که خود را نامزد موقعیت علمی ویژهای کرده است. در تهیه CV تأکید بر جنبههای گوناگون فعالیتهای آموزشی و پژوهشی فرد است. اصطلاح تقریباً معادل با Resume, CV است که به بیان سوابق کاری و اجرایی افرادی اشاره میکند که خود را برای انجام یک کار تخصصی کاندیدا کردهاند.
Teaching-Learning
تدریس – یادگیری به عنوان محور فعالیتها و جهتگیریهای یک مؤسسه آموزشی محسوب میشود. یادگیری یک پدیده مستمر در نزد فراگیران است که با واسطه تدریس و یا بدون واسطه آن صورت میگیرد. تدریس مانند فروش که مستلزم خریدار است، نیازمند به طرف دریافتکننده دارد، به این معنا که تدریس باید تسهیل کننده یادگیری فراگیران باشد و درصورت عدم تحقق یادگیری از سوی دریافتکننده، به واقع سودمند و مؤثر نبوده است.
Training
در زبان فارسی به «عادت دادن، سازگار ساختن و آموزش دادن» برگردان شده است. این واژه معمولاً به دورههای کوتاهمدت آموزشی اطلاق می شود که در طی آن ایجاد مهارت حرفهای خاصی در نزد شرکتکنندگان مورد نظر میباشد. همچنین این واژه اگر در معنای آموزشهای بلندمدت بکار گرفته شود، اشاره به مؤسسات آموزشی دارد که فراگیران را برای انجام مهارت خاصی آماده میکنند مانند هنرستانهای فنی و حرفهای.
Transfer
در زبان فارسی این واژه به «انتقال» ترجمه شده است، اما در آموزش معنای وسیعی دارد و به واقع مهمترین خاصیت یادگیری مؤسسهای، خاصیت انتقالی آن میباشد. ازجنبه آموزشی، انتقال هم به معنای تأثیر تجربیات یادگیری قبلی در یادگیری بعدی است و هم به معنای توانایی بکارگیری یادگیریهای آموزشگاهی در محیطهای واقعی و موقعیتهای واقعی است که فرد با آن مواجه میشود.
http://ijme.mui.ac.ir/article-1-580-en.pdf
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Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
2000-06
1
1
64
64
article
Internet Resources For Educational Development
Tahereh Changiz
1
http://ijme.mui.ac.ir/article-1-579-en.pdf
per
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
2000-06
1
1
56
63
article
Effect Of Clinical Supervision On The Faculty Teaching Quality At Nursing And Midwifery School In Isfahan University Of Medical Sciences
Shayesteh Salehi
1
Introduction: In recent years, professional development of teachers has become an important issue in educational system. The question of work has been the kind of supervision needed to save and secure teacher's successful performance in his/her teaching career. The present study aimed at answering this question. Methods: The study was preformed in two phase: At first a quasi-experiment on 372 randomly selected students was done. The exposed group's teachers were under clinical supervision. In the second phase, the clinical supervision method was evaluated based on opinions of 50 faculties and educational authorities. Results: In the exposed group, the rate of student's learning proved to be significantly higher (P<0.001). Those students evaluated their teacher's professional behaviors as more positive compared to teacher evaluations made by students in the control group (P<0.001). Full agreement and agreement to perform clinical supervision were expressed by 62.5 percent of respondents in the second phase study, whereas 91.7 percent of the same attitude was found toward self-evaluation (The latter was expressed as one of the best solutions for quality problems of teaching). The majority of respondents insisted on maintaining stable environment for teaching, a decrease in number of students and proper teacher selection methods as the other solutions. Conclusion: Applying clinical supervision method had a positive effect on students learning and teachers' performance. Thus this method should be considered as one of the basic ways to develop educational system in the field of medical sciences.
http://ijme.mui.ac.ir/article-1-88-en.pdf
Clinical Supervision
Teacher Evaluation
Nursing.
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Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
2000-06
1
1
49
55
article
An Innovative Group Self-Directed, Problem-Based Learning Method And Its Assessment In Master Of Public Health (M.P.H) Program
Zahra Mohammadzadeh
1
Introduction: Regarding the importance of student-centered learning in postgraduate courses, we decided to design and perform a problem-based learning (PBL) method and evaluate it in the epidemiology and research methods course in M.P.H program. Methods: This is a one-group study. Participants were oriented about course objectives and divided in groups of three. Course duration was 34 two-hour sessions. Fourteen problems were given to the groups to be discussed. The results of discussions were presented in large group. Students' attitudes about the course was gathered using 19 questions by means of 5 point Likert scale and two open questions. Results: Observations confirmed participants' interest to the new learning method by doing their exercises on time. Attitude assessment showed that the mean of student scores was between 79.4 and 86 out of 100. The mean and standard deviation of satisfaction score about the new method of teaching were 18±1.2 out of 20. Conclusions: Considering the success of this course, it is worthwhile to try this learning method in similar courses for postgraduate students.
http://ijme.mui.ac.ir/article-1-586-en.pdf
PBL
M.P.H program
Epidemiology
Research Methodology
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Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
2000-06
1
1
42
48
article
A Survey Of Relation Between Learning Styles And Preferred Thaching Methods In Students Of Nursing, Isfahan University Of Medical Sciences
Shayesteh Salehi
1
Bahram Soleimani
2
Parvaneh Amini
3
Ehteram Shahnoushi
4
Introduction: The relationship between students' learning styles and their preferred teaching methods has been considered in recent years. This relationship was explored in the present study. Methods: This is a descriptive-analytic study. A stratified sample of nursing students out of all grades participated in it. Students' learning styles were explored with the Kolb's questionnaire for learning style. Their preferred teaching methods were determined using another questionnaire. Results: A correlation between learning styles and some preferred teaching methods was observed for theoretical courses. There was not such correlation in for practical courses. Conclusions: Considering students' learning styles may help university teachers to choose more appropriate teaching methods.
http://ijme.mui.ac.ir/article-1-585-en.pdf
Learning styles
Teaching Methodology
Kolb's Theory
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Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
2000-06
1
1
36
41
article
Effect Of Counseling On The Achievement Of University Students With Dropout
Behzad Shams
1
Mostafa Farshidfard
2
Akbar Hassan Zadeh
3
Introduction: University students are faced with a lot of stresses such as workload, maltreatment, etc. They cope with these problems differently. The coping may be manifested as depression, anxiety, changing life style, etc., which will affect their educational performance and sometimes causes dropout. To prevent this loss, it is essential to understand the phenomenon of dropout and find the causes and decrease or remove them. Methods: The population of study was students referring to the University Counseling Center during 1998. They came either voluntarily or in response to invitation. Invitations were made for those who had been known as high-risk students according to the screening study of entering year (1996, 1997). The intervention was counseling for psychological, educational, familial, and social problems. The effectiveness of intervention was assessed by comparison of the students' average grade before and after that. Results: The mean of average grades increased after intervention. This was more prominent in three groups: students with higher average grades from high school, students with university averages below 14 (out of 20), and not married students. Conclusions: This study was a part of a university project for prevention of dropout. As previous researches showed, it may be concluded that taking care of students, and counseling their problem may result in less dropout and improve their achievement. To apply this, establishing a Student Health Center with counseling supports is recommended.
http://ijme.mui.ac.ir/article-1-578-en.pdf
Student's Dropout
Educational Counseling
Psychological Counseling
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Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
2000-06
1
1
31
35
article
Familiarizing New Students With The University And Study Skills: One-Day Workshop For Medical Students In Their First Semester
Khatereh Sepanj Nia
1
Arash Haddadgar
2
Banafsheh Tamizifar
3
Behzad Zolfaghari
4
Peyman Nasri
5
Introduction: It is essential to familiarize students with the university environment and let them reach to a level of attitude, knowledge and skill to be able to function actively in a student-centered manner. A workshop was designed for new medical students, in collaboration with senior students and office of vice-chancellor for education. The workshop was held during the third month of studying medicine in the January 1998. Methods: The program contained: introduction to medicine courses, different approaches to studying medicine including basic sciences, introduction to university and academic organization, methods of using library and scientific sources, interrelationship with senior student, strengthening responsibility moods. The workshop consisted of teamwork and general discussion sessions. Also, they were asked to answer the question that how should they attempt to become an informed and successful physician in the future. Results: Over 90 percent of participants were satisfied with their attendance in the workshop. Also, they demanded the continuation of running such workshops in different stages of their study years. The students estimated now –a-day medical education far from acceptable and optimal situation. Conclusions: It seems that assessing and meeting and meeting student's needs, especially in the first year of their study is very essential. Also, trying to find the causes of gradual frustration of medical students requires organized action by the educational authorities. Students themselves are considered as a strong, open minded and creative source of knowledge for solving their own problems. Performing such workshop by itself met some needs of medical students.
http://ijme.mui.ac.ir/article-1-92-en.pdf
Student
Medicine
Orientation to University
Study Skills
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Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
2000-06
1
1
26
30
article
WHERE IS HERE, WHAT AM I?DESIGNING, IMPLEMENTATION AND EVALUATION OF AN INTRODUCTION TO CLINICAL CLERKSHIP COURSE FOR MEDICAL STUDENTS*
Arash Haddadgar
1
Reza Joshan
2
Tahereh Changiz
3
Behzad Shams
4
Alireza Yousefy
5
Introduction: Clinical education environment is unfamiliar to students, comparing to previous learning environments. It seems that designing a program to match actual needs of students for adopting to this new environment may lead to more cooperation of them and improve educational outcomes:
Method: Learning needs for such a course were assessed according to viewpoints of both medical students in the first year of clinical clerkship and expert clinical teachers. The course was implemented as a two-day seminar, and the attitudes and outcomes were measured with a self-administered questionnaire.
Findings: Although the course was optional for the students, the majority of students participated in it to the end. Most of them claimed that the program was useful and essential in improving their activities and knowledge.
Discussion: Regarding the active participation of students during designing process and implementation of this course and their satisfaction of participation, it seems that this program helped those students sho are to enter clinical clerkship, yet more specialized courses are felt needed. Coordination of all authorities who are responsible for clinical education in designing a complete course of clinical introduction is essential.
http://ijme.mui.ac.ir/article-1-91-en.pdf
Clerkship
Learning Environment
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Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
2000-06
1
1
21
25
article
Interns\' View About Basic Medical Sciences: Their Knowledge And Attitude To National Comprehensive Exam And Basic Medical Courses In Isfahan University Of Medical Sciences
Sayed Mohammad Emami
1
Majid Rasouli Nejad
2
Tahereh Changiz
3
Farsad Afshin Nia
4
Behzad Zolfaghari
5
Peyman Adibi
6
Introduction: Medical education in Iran has four stages: Basic Medical Science (BMS), Pathophysiology, Clinical Clerkship, and Internship. The relevance of basic medical course contents to professional practice needs is considered to be a problem in such traditional curriculum. Also, diminished retention of the content is another problem. These two problems are explored in this study. Methods: One of the national comprehensive BMS exams was given to interns. The participant's previous score in a similar (but not identical) exam was assumed as the previous knowledge state. Their attitude toward clinical relevance of each question and different BMS courses were assessed using statements with five point Likert scale. Results: 70% of participants claimed that they filled questionnaires precisely. Mean of scores in the present exam was 25% less than the previous one (four year interval). Mean scores for clinical relevance of exam items was 3.7 out of 5.Knowledge scores didn't correlate with demographic variables. Present knowledge scores were directly correlated to the previous exam score and intern's average. Score for clinical relevance of a given exam item did not correlate with the knowledge score about it. Maximum knowledge scores were for questions of Health, Histology, and Pathology. The highest scores of clinical relevance were for questions of Nutrition, Health, Physiology, Pathology, Bacteriology, Parasitology, and English language. The highest scores of clinical application were for Nutrition, Health and Physiology. There was a miss-match between interns view about clinical relevance of some BMS courses (Genetics and Medical Physics) and clinical application of their exam items. Conclusions: The causes of 25% decline in knowledge retention should be explored more. The observed miss-match between clinical relevance of some BMS courses and clinical application of exam items as well as knowledge scores suggests that BMS course contents and exams should be revised according to professional practice needs.
http://ijme.mui.ac.ir/article-1-90-en.pdf
Intern
Comprehensive Exam
Basic Medical Sciences
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Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
2000-06
1
1
15
19
article
CONTINUING MEDICAL EDUCATION (CME): A BASIS FOR QUALITY IMPROVEMENT OF HEALTH SERVICES
Ali reza Yousefi
1
Abbas Rezaie
2
According to the modern management, quality is defined from the view of customers. In health services, quality improvement requires appropriate measures to increase responsiveness and accountability of health system to increasing demands of the community. Regarding the ever-changing nature of health services protocols, there is no way but development and improvement of a CME system to make health service providers up to date. Different dimensions of health system quality and the key role of CME in quality improvement are discussed. Also, CME is introduced as an appropriate mean for quality improvement.
http://ijme.mui.ac.ir/article-1-89-en.pdf
CME
Quality Improvement
Health services
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Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
2000-06
1
1
7
14
article
Experience plus explanation
Ken Cox
1
The more clearly the clinician comprehends the processes of clinical perception and of linking the experience with explanation, the more thoughtfully clinical students can be guided to construct an accurate 'clinical memory' of cases, and to construct a sound 'working knowledge' structure from their personal 'examined experience'. The structuring of the steps of clinical learning is intended as a check list to optimise their coverage, and as a framework for examining and codifying clinical working knowledge within which continuing education can be conducted.
http://ijme.mui.ac.ir/article-1-87-en.pdf