@article{ author = {}, title = {}, abstract ={}, Keywords = {}, volume = {10}, Number = {4}, pages = {517-0}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-1566-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-1566-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2011} } @article{ author = {}, title = {}, abstract ={}, Keywords = {}, volume = {10}, Number = {4}, pages = {515-516}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-1565-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-1565-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2011} } @article{ author = {Shojaee, Fatemeh and Rafiee, Abolhassan and Masoumi, Nasrin and Ebrahimi, Seyed meysam}, title = {Promotion assessment of nursing students’ group activities through self and peer assessment method.}, abstract ={}, Keywords = {}, volume = {10}, Number = {4}, pages = {512-514}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-1567-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-1567-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2011} } @article{ author = {MardaniHamuleh, Marjan and Heidari, Hayedeh and Changiz, Tahereh}, title = {Evaluation of Clinical Education Status from the Viewpoints of Nursing Students}, abstract ={Introduction: Researching the current status of clinical education guarantees development of nursing profession in future. The aim of this study is to assess clinical education status from the viewpoints of nursing students. Methods: In a descriptive cross-sectional study in Ahvaz University of Medical Sciences in 2008, 133 nursing students (in clerkship and internship course) were selected through convenience sampling. A researcher made questionnaire including 33 questions about strengths and weaknesses of clinical education was distributed among the samples. Data were analyzed by SPSS software through descriptive and analytical statistics. Results: The mean and standard deviation of scores for clinical education status were 3.49±.78 and 3.14±.6 according to clerkship and internship students, respectively. The most important strength point in clinical education was for “students awareness of clinical evaluation at the beginning of practical period” with mean score of 4.64(clerkships) and 4.27(internships) and the most important weakness point was for “ the ward not cooperating with the students” with mean score of 1.4 and “inappropriate coordination of theoretical learning with clinical practice”(mean score of 2.1). Conclusion: Clinical education quality was estimated to be moderate. Improving positive aspects and modifying the weaknesses is an effective step in promotion of clinical education. Also, one may suggest education authorities to make an appropriate clinical learning environment.}, Keywords = {Clinical education, nursing student, evaluation}, volume = {10}, Number = {4}, pages = {500-511}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-1564-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-1564-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2011} } @article{ author = {Azadbakht, Leila and Esmaillzadeh, Ahm}, title = {Comparing Two Different Teaching Methods for Teaching the Dietary Exchange List to Students of Nutritional Science}, abstract ={Introduction: Considering the importance of learning dietary exchange list in academic nutrition education, teaching it gains significance, too. Thus, this study is going to compare two different teaching methods regarding dietary exchange list to students of nutritional science. Methods: This quasi-experimental study was conducted on 49 students of nutritional science in two semesters during 2008-2009. (25 students in the first semester and 24 students in the second semester). In the first semester the exchange list was taught by lecturing and in the second semester this was done by weighing different foods and showing the actual serving size of foods to the students. Students’ knowledge was assessed through pre-test and post-test evaluations. Their skill of dietary planning using the dietary exchange list was determined by a case-scenario. The values were scored from 0 to twenty. Data analysis was done by SPSS software. For comparing the grades in two groups, Student T test was used. Results: The mean of knowledge scores in post-test were significantly higher in the experimental group (17.5±4.5 vs. 15.0±4.7). The scores regarding the skill of diet planning were 14.0± 5.0 after lecturing method and 17.0±5.5 after weighing and seeing the serving size method (P<0.05). Conclusion: Teaching the exchange list by weighting different foods and showing the serving sizes was more effective than the traditional teaching method of lecturing for students of nutritional science.}, Keywords = {Dietary exchange list, nutrition, teaching method, lecture, students of nutritional science}, volume = {10}, Number = {4}, pages = {491-499}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-1556-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-1556-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2011} } @article{ author = {Zobeiri, Mehdi and Amolaei, Khavar and Rezaei, Mansoureh and Olfatizadeh, Masoud and Khoshaei, Ahmad and Rostami, Mahtab and Abdolmaleki, Parvaneh}, title = {Comparison Lecturing Method And Self-Learning on Knowledge of General Practitioners Participating in Continuing Education Course for Irritable Bowel Syndrome}, abstract ={Introduction: The aim of continuing medical education (CME) is to enhance knowledge and improves performance. Various ways is used in continuing education training. Stay away from work to participate in retraining will make problems for physicians and patients. Use the self-learning program might be a good way of continuing education. This study designed to compare training with lecturing method and self-learning on knowledge of general practitioners participating in continuing education in Kermanshah. Methods: This quasi-experimental study (before and after design) was done in 2007. Fifty-two general practitioners, who participate in CME course, selected with convenience sampling and randomly allocated in two groups (case and control). After Pretest, training with booklet and lecturing about irritable bowel syndrome was performed for case and control group respectively. The post-test was performed in both groups. Pretest and posttest assessed participant’s knowledge with two equivalent tests (score range was zero to 20). Data analysis was done using SPSS software with t-test and X2. P-value less than 0/05 was considered significant. Results: The mean scores of control group were 10/23±2/28 and 12/50±2/65 in pretest and posttest respectively. The mean scores of case group were 8/69±2/68 and 11/88±1/90 in pretest and posttest respectively. The mean scores of both groups had increased after the training. This in both groups was significant (p<0/001), but there was no significant statistical differences between two groups. Discussion: The results showed training was effective on enhancing participants’ knowledge, but training methods did not have impact on it. Considering problems that occur due to absence of physicians in their work place during participating in continuing education programs, it seems that self-learning programs also can be used.}, Keywords = {Self-learning, continuing medical education, IBS, general practitioners, Kermanshah}, volume = {10}, Number = {4}, pages = {483-490}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-1557-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-1557-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2011} } @article{ author = {Namnabati, Mahboobeh and FathiAzar, Eskandar and Valizadeh, Susan and Tazakori, Zahr}, title = {Lecturing or Problem-based Learning: Comparing Effects of the Two Teaching Methods in Academic Achievement and Knowledge Retention in Pediatrics Course for Nursing Students}, abstract ={Introduction: Using the appropriate teaching methods, nursing educators are trying to improve students` both effective learning and knowledge retention. The survey reveals the impact of lecturing and problem-based learning in academic achievement and knowledge retention in the pediatrics course. Methods: A quasi-experimental design was used to compare the effects of the two teaching methods. 56 nursing students who had taken the pediatric course were selected through census in two semesters in school of nursing and midwifery of Tabriz University of Medical Sciences. Pediatrics was taught in lecturing and problem based learning methods. Then, the academic achievement and knowledge retention were evaluated by tests. Data analysis was carried out in descriptive statistical and paired T test. Results: Findings revealed that the average of the scores in pre and post tests as well as knowledge retention tests were increased in both teaching methods. The mean difference of scores in the two methods was not a significant difference between the pre test and post test. But, in the post test - Knowledge retention test, the lecturing method scored significantly higher than the other one. Conclusion: It can be concluded that the lecturing method keeps its standing point and value in educational system. ProblemBased Learning method can be of great help along with the lecturing to improve students' achievement and knowledge retention.. Also, PBL is feasible enough in teaching pediatric nursing to ensure the achievement of educational objectives.}, Keywords = {Lecturing, nursing, problem-based learning, academic achievement}, volume = {10}, Number = {4}, pages = {474-482}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-992-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-992-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2011} } @article{ author = {Hojat, Mohse}, title = {Need Assessment of Nursing Personnel of Jahrom University of Medical Sciences Using Delphi Technique in 2008}, abstract ={Introduction: Continuing nursing education programs have been administered for years, yet it is still necessary to continue research to assess nurses' educational needs and priorities. This study was designed and administrated to assess the educational needs of nursing personnel in Jahrom University of Medical Sciences. Methods: This is a survey study using Delphi 4-stage need assessment technique. Sampled population was all 35 matrons in hospitals affiliated with Jahrom University of Medical Sciences. The consensus level was set as 51%. Data was collected by three round questionnaires containing open ended and close ended questions content analysis, mean and mode were used for data analysis. Results: There was consensus among all participants about 26 priorities. Consensus in the first round was 38%, the second round 53% and in the third it was 62% and finally 4 priorities for matrons, 15 for newly graduated nursing personnel, and 17 for tenured nurses were agreed upon as continuing nursing education priorities. Top priority needs for nurses were nursing laws and regulations, principles of communication both with patients and colleagues, and CPR. Also all nurses needed to receive continuing education on principles of infection control, ECG interpretation, ward equipment handling, writing nursing report, research method, and accident & emergency nursing. Conclusion: The need assessment showed in-service nursing education is necessary for nurses, though educational priorities for nurses of different ranks and with different levels of experience and clinical responsibilities are different. Continuing nursing education could provide the necessary in-service training.}, Keywords = {Need Assessment, Continuing Nursing Education, Delphi Technique}, volume = {10}, Number = {4}, pages = {464-473}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-919-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-919-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2011} } @article{ author = {Irajpour, Alirez}, title = {Inter-Professional Education: A Reflection on Education of Health Disciplines}, abstract ={The quality of education and its output in the health care services has been strongly considered by educational policymakers and managers. The development of inter-professional collaboration has been identified as an influential strategy to socialize learners in various health care professionals. Sharing knowledge and experiences in Inter-Professional Education (IPE) provides health care students with opportunities to learn inter-professional interactions for their future health care services. This paper aims to present the trajectory of IPE through a systematic search. It defines relevant terminology of IPE followed by drawing the history of IPE especially in pioneer countries. The role of World Health Organization, national and international bodies in such development also are presented. Various internal and external levers enforcing investment on the improvement of inter-professional collaboration are scrutinized. Different evidence-based advantages of IPE and its theoretical basis will be addressed.. Also various models of IPE initiatives utilized around the world are summarized. The paper comes to the end with the history of IPE and its development in Islamic Republic of Iran.}, Keywords = { Interprofessional Education, History, Health care disciplines, Learners, Models & Theories, Islamic Republic of Iran.}, volume = {10}, Number = {4}, pages = {452-463}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-1172-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-1172-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2011} } @article{ author = {sadeghTabrizi1, Jafar and Mardani, ladan and Kalantari, hadi and Hamzehei, zahr}, title = {Clerkship from the Perspective of Students of Health Services Management and Family Health in Tabriz University of Medical Sciences}, abstract ={Introduction: Health services management and family health students require professional knowledge and skills to meet clients’ and health systems needs and expectations. In this area, clerkship has a fundamental role to achieve specific skills and competencies. This study aimed at exploring the root problems in clerkship from the viewpoint of students in order to suggest applicable recommendations to promote the quality of education and design an appropriate clerkship program. Methods: This is a qualitative research conducted to detect clerkship problems in health services management and family health programs in July2008. Focus Group Discussion (FGD) as a qualitative data collection method was used to determine clerkship problems from the perspective of health services management and family health students. Three FGDs were carried out with 22 students. Results: The results showed that themes of coordination, teaching and supervision in the fields, tutor attendance in the fields and final exam were as the most important problem roots. Themes of planning, lesson plan, educational resources, field report and orientation workshops were found as relatively important problems. Finally, themes of hands-on practice, checking students’ presence, field workers cooperation and their satisfaction were the least important problems. Conclusion: The findings revealed that most of the concerns expressed by the students rooted from themes of coordination with school and clerkship fields, teaching and supervision in the fields, attendance of tutor in the fields , final exam, planning, lesson plan, educational resources, field report and orientation workshops. Therefore, solving these problems will improve quality of clerkship education and consequently students’ knowledge and competencies.}, Keywords = {Clerkship, education in the filed, health services management students, family health students.}, volume = {10}, Number = {4}, pages = {439-451}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-887-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-887-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2011} } @article{ author = {Razavy, Seyed Mansour and Salamati, Payman and Shahgholi, Elham and Honarmand, Malektaj and naderi, Fariba and Rahbarimanesh, Ali Akbar and Alehossein, Mehdi and AlizadehTaheri, Paymaneh and Mireskandari, Seyed Mohammad and Khosroshahi, Nahi}, title = {The Effects of Clinical Skills Learning Centers on Learning Promotion among Pediatrics Interns}, abstract ={Introduction: During the recent two decades, practical medical skills’ training has experienced dramatic changes, which has led to establishment of CSLCs (Clinical Skills Learning Centers). Thus, it is necessary to evaluate the effects of these centers on students' learning of the relevant procedures. The main objective in this study was comparing the output of skills training processes in two groups of medical interns trained in conventional settings (training only on bedside) and conventional settings plus the use of CSLCs. Methods: This is a quasi experimental study conducted on two groups of medical interns introduced to Bahrami Hospital (affiliated with Tehran University of Medical Sciences) for their pediatric course. Twenty five students were taught by the conventional method (control), and 19 students received training in Pediatrics CSLC (experiment). The sampling method was simple & non-randomized. The study used OSCE (Objective Structured Clinical Examination) for assessments of student’ learning, and SPSS15 software, Kolmogrov-Smirnov, paired and independent T – tests for analytical purposes. Results: There was a significant difference between the mean scores of the two groups of interns before and after training (P<0.001).Mean and SD of the scores in the experiment group after training were 120.69±14.84, while for the control group they were 102.87±11.20. Mean and SD of score changes (difference between before and after pediatrics ward rotation) for experiment and control groups were 29.6±12.32, and 16.45±7.97, respectively, which were significantly different(p<.001) Conclusion: Clinical skills training in Bahrami's CSLC was effective in promoting medical interns' pediatric practices. We suggest that training in CSLCs be included in traditional pediatric training courses.}, Keywords = {CSLC, OSCE, skill lab, psychomotor skills training}, volume = {10}, Number = {4}, pages = {430-438}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-928-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-928-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2011} } @article{ author = {Khajehazad, Mojtaba and Yamanidouzisorkhabi, Mohammad and Zareimahmoodabadi, Ali and Naghizadeh, Jav}, title = {Assessing the Quality of General Medicine Curriculum in Baqiyatallah University Based on Iranian National and WFME Global Standards}, abstract ={Introduction: This study embarked on the evaluation of the quality of curriculum of general medicine in Baqiyatallah University based on Iranian national and WFME global standards. Method: A survey study was designed using a valid and reliable questionnaire based on Basic Standards for undergraduate general medicine curriculum in Iran as well as WFME standards. Data were collected from faculty members in school of medicine and students in basic and clinical courses by stratified random sampling. Data were analyzed by Prism5 software (α< 0.05). Results: Based on Iranian national standards, faculty members rated educational program of Baqiyatallah undergraduate general medicine as suitable (71% of standards were fulfilled), while students rated it as weak (38% of standards were fulfilled. Based on WFME standards, this program stood between basic and quality level (>75% of basic level score) in faculty members’ viewpoint and under basic level (<75% of basic level score) in students' viewpoint. Although there was a significant difference between faculty members’ and students' scores (p<0.001), their idea were the same about detection of weak indicators such as "using new educational strategies", "relevance with medical practice and health care system" and "curriculum structure, contents and duration" and also strength indicators such as "curriculum models", "basic biomedical sciences" and "educational program compilation and announcement". Conclusion: The quantitative difference between lecturers and students scores is related to their difference in participation and information about educational program. The similarity of attitudes about indicators demonstrates the real and structural weaknesses and strengths of the educational program for undergraduate medical education in Baqiyatallah University. The static and traditional criteria are the strong points and the dynamic creativity driven criteria are the weak points of the educational program in this university. So attention to quality level of WFME accreditation system is recommended.}, Keywords = {Quality, undergraduate medical education, WFME standards, Iranian national standards, Baqiyatallah University of Medical Sciences, attitude, lecturers, students.}, volume = {10}, Number = {4}, pages = {417-429}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-918-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-918-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2011} } @article{ author = {Farokhi, Farideh and Golmakani, nahid and Tafazoli, mahi}, title = {Attitude of Undergraduate Midwifery Students about Final Comprehensive Exam in Mashhad Nursing and Midwifery School}, abstract ={Introduction: Final comprehensive exam is the most important examination for midwifery students to evaluate their professional ability. Since this is the main concern of the students in their educational period, this study was designed to investigate the attitude of undergraduate midwifery students about this exam in Mashhad Nursing and Midwifery school in 2008. Methods: In this descriptive study, 33 midwifery students who had passed their final exam in 2007 were selected by cross sectional sampling method. The data were collected by researcher made questionnaire, and were analyzed by descriptive statistics and Pearson correlation-test and ANOVA by SPSS software. Results: Based on the results, students’ attitude about final-exam was desirable (80.15%±12.10%). Obedience of ethical and professional principles was in the highest level (84.66%±18.68%) but adequate time for patients’ management was in the lowest level (71.02%±10.51). Students scored final exam in maternity unit, in gynecology clinic, prenatal care clinic and maternal care so that mean and standard deviations were 15.80±51.10, 81.38±11.78, 80.82±13.91, 74.54±16.92 out of 100 respectively. There was a significant relationship between students’ information about evaluation forms of final-exam and their attitude to that (p=0.001). Conclusion: Midwifery students’ attitude to final exam was in appropriate level. It is essential to promote exam condition and students preparation through making them more familiar with evaluation forms in addition to continuation of the present programs.}, Keywords = {Attitude, midwifery students, bachelors’ degree.}, volume = {10}, Number = {4}, pages = {410-416}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-1499-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-1499-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2011} } @article{ author = {Zolfaghari, mitra and Negarandeh, reza and Ahmadi, Fazlolah}, title = {The Evaluation of a Blended E-learning Program for Nursing and Midwifery Students in Tehran University of Medical Sciences}, abstract ={Introduction: Blended-E-Learning system uses various methods and technologies to improve learning quality. We developed some courses based on Instructional System Design Processes (analysis, design, implementation, and evaluation) for blended-e-learning, then we evaluated the effectiveness of this system in Tehran University of medical Science. Methods: In this partnership-based action research study, carried out in 2008-2009, firstly viewpoints of faculty members and also nursing and midwifery students of Tehran University of Medical Science on the blended e-learning were assessed via a valid and reliable questionnaire. Then a platform of blended e-learning was designed and voluntary faculty members participated in a workshop held to develop an e-learning course. Finally a blended learning program covering 22 courses (45 credits) for BS,MS and PhD students of nursing and midwifery was designed . At the end of the semester, we used questionnaires and check-lists to assess students' & faculty members' feedback on the learning outcome of this program. The collected data were analyzed using frequency, Chi square and Wilcoxon tests in SPSS software version 16. Results: 181 students filled out and returned questionnaires (response rate=82.2%). 67.4% students were highly satisfied with this system. Similarly 88.2% of faculty members were completely satisfied with teaching in blended e-learning system. Both students and faculty members preferred the blended e-learning system to the conventional method (P=0.000). Mean scores of students' grades and participation were significantly higher in blended learning method than students’ in the previous semester with face-to-face method (P<0.001). Conclusion: Because the blended e-learning uses benefits of both e-learning & face to face learning and provides more flexibility and satisfaction for learner and teacher, it can be considered as an effective alternative method for education in universities of medical sciences in Iran.}, Keywords = {Blended e-learning, e-learning, effectiveness, evaluation}, volume = {10}, Number = {4}, pages = {398-409}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-1500-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-1500-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2011} } @article{ author = {Ashoorion, vahid and Sharif, Mostaf}, title = {Trend of Recent Changes in Medical Education Curriculum in the World: The Location of Iranian Medical Education Curriculum}, abstract ={Introduction: Academic General Practitioner training program has begun in 18th century, although it has a long history initiated before Christ. This study is aimed at investigating the historical trend of GP training program from 1765 to 2011 and exploring influential factors inducing changes in the medical education curriculum. Finally, it is to analyze medical education curriculum in Iran with respect to global trend of medical education changes. Methods: This is a narrative review in the field of General Practitioner training program history in the World and Iran. Results: History of academic GP training program in the world can be studied in five phases: 1765-1870 with the dominance of apprenticeship model followed by the emergence of newer models: 1871-1950 discipline based model, 1951-1970 system oriented model, 1971-1990 problem based learning model and 1991 to present competency based model. In Iran, academic medical education refers to establishment of Dar-Al-Fonoon school in 1849. Since that time on, medical education in Iran has been discipline based for more than 150 years. Recently reforms have been planned and implemented in several Iranian medical schools to adopt the curriculum for more innovative models. Discussion: In conclusion, although the challenges in medical education in Iran are the same as the other parts of the world, the dominant model of medical education curriculum is yet discipline-based model which is non-efficient with respect to the mentioned challenges. A historical perspective approach on the medical education curriculum seems to yield possible solutions obtained from scientific findings and texts and their local application.}, Keywords = {History, medical education, curriculum planning}, volume = {10}, Number = {4}, pages = {383-397}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-1517-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-1517-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2011} } @article{ author = {َAlavi, Sayedeh Shohreh and Sarmadi, Mohammad Rez}, title = {Employees’ opinion in Tehran University of Medical Sciences (TUMS) on usability of in-service electronic training courses}, abstract ={Introduction: Usability is one of the issues that must be considered in designing effective e-learning courses. The aim of this study was evaluating employees’ opinion in Tehran University of Medical Sciences (TUMS) about usability of in-service electronic training courses. Methods: This descriptive cross sectional study was conducted on employees in Tehran University of Medical Sciences, working in the fields of health care, finance and logistics, cultural and educational affairs. They had participated in electronic in-service training courses. Random stratified sampling was used to select 651 eligible employees to complete a 21 item questionnaire on usability, learning ability, and satisfaction based on Likert scale. Content validity and reliability of the questionnaire were confirmed in a pilot study and by Cronbach’s alpha coefficient, respectively. Data were analyzed by statistical tests such as Student’s T test and One Way ANOVA with Bonferroni Post Hoc test based on the type of variable in SPSS 16. Results: The mean score and SD of the employees’ viewpoints regarding learning ability was 3.4 ± 0.5, satisfaction 3.7 ± 0.7, and usability 3.2 ± 0.5. Based on the results, variables of job field, location of computer access, ability to use computer, internet access, and motivation to participate in e-courses showed a significant correlation with usability. Conclusion: The findings showed that the usability of e-courses from the viewpoint of the university employees seems acceptable. Employees’ computer knowledge and their accessibility to software and hardware were influential to usability of educational courses.}, Keywords = {Usability, in-service training, employees, E-learning, viewpoint.}, volume = {10}, Number = {4}, pages = {374-382}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-1526-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-1526-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2011} } @article{ author = {LatifnejadRoudsari, Rabab and jafari, Hamideh and Hosseini, Bibi Leila and Esfalani, akram}, title = {Measuring students\' knowledge and attitude towards E- learning in Mashhad University of Medical Sciences (MUMS)}, abstract ={Introduction: Nowadays, E-learning is one of the most advanced educational techniques. Considering the commencement of adopting such modern teaching techniques across the world as well as in the Iranian universities, one needs to apprehend the knowledge and attitude of students as one of the most important components in the education system. Thus, this study was designed to investigate the knowledge and attitude of students towards E- learning at MUMS. Methods: This descriptive cross-sectional study was conducted on 380 students who were studying in semester two or higher in 2009 in MUMS and were selected by stratified random sampling. Students' knowledge and technology information was measured using self-structured questionnaires whose validity and reliability had been confirmed. Mishra’s E-Learning Attitude Scale was used to measure attitude. Data were analyzed using Mann-Whitney, Kruskal-Wallis, One-way ANOVA, Student t-test and Spearman and Pearson correlation in SPSS software. Results: The mean score of attitude was 37.21±7.177 (minimum score: 11, maximum: 55) and the mean score of knowledge was 10.63±3.940 (minimum score: 0, maximum score: 20).There was a significant relationship between attitude and students' sex, study program and course of study. A significant relationship also was found between knowledge, the study program and duration of using computer and internet. Conclusion: Considering the poor knowledge and relatively positive attitude of students toward e-learning, it is recommended to implement training programs such as workshops to develop students’ awareness and ability to utilize e-learning as an effective learning tool.}, Keywords = {Knowledge, attitude, e-learning, students, medical education.}, volume = {10}, Number = {4}, pages = {364-373}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-1475-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-1475-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2011} } @article{ author = {safavi, Mohammadreza and Mahjobipor, Hossein and Mohammadzadeh, Mohammadali and Honarmand, Azim}, title = {Education and Treatment Guideline for Evaluation of Applying Basic Standards of Anesthesia Care in Surgery}, abstract ={Introduction: Applying basic standards of anesthesia care is crucial. Patients’ status should be evaluated based on a standard checklist. In case of mismanagement, logical approaches must be conducted. The main objective of the present study is to develop a checklist for evaluation of implementing anesthesia care standards, and its application by observing the practice of anesthesiologists and their residents in Guilan Medical University hospitals. Methods: At first, different stages of anesthesia from patients’ arrival to the operating room till discharge from the recovery room were determined. In every stage, standard protocols were prepared. Then, the checklist items were developed based on anesthesia reference books and the modifications made according to Guilan anesthesiologists and conditions of university hospitals. After that, the adherence of twenty anesthesiologists and residents to these protocols were insensibly observed and scored for six months. Data were analyzed and frequency distribution was presented. Results: Rate of not-applied standards in descending orders was: 52.5% in preparation of operating room, 42.2% in pre-intubation, 40% in pre-extubation, 34.5% during maintenance of anesthesia,33.3% at discharge from the recovery room, 27.7% after intubation, 27.2% before arrival to the recovery room, 17.1% in recovery room, 13.8% at the time of intubation, 11.3% at arrival to the recovery room, 10% upon admission to the recovery room, 9% upon extubation, and 0% after extubation. Conclusion: This study revealed the necessity of using standard checklist for anesthesia care in operating room to protect the patient and to decrease the risk of anesthesia for them. Based on the results, educational and management interventions should be designed to promote adherence to standards.}, Keywords = { Anesthesia, anesthesia standards, anesthesia recovery period, educational guidelines, treatment, evaluation}, volume = {10}, Number = {4}, pages = {357-363}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-1496-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-1496-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2011} } @article{ author = {ShoghiShafaghAria, Farangis and Dorrani, Kamal and Lameei, Aboulfath and LabbafGhasemi, rez}, title = {Approaches of Iranian Medical Universities to Quality Management in Education}, abstract ={Introduction: Universities of medical sciences in Iran have recently employed different quality management approaches according to their own reasoning. They include accreditation, total quality management (TQM), suggestion system, ISO 9000, and productivity. This study aimed to identify chosen approaches in Iranian Medical universities and clarify the reasons of selection as well as practical measures made according to the selected approach.. Methods: This was a survey study. Study population included the vice chancellors for education of all of the 41 universities of medical sciences affiliated to Ministry of Health and Medical Education in Iran. For data collection, a questionnaire including 27 questions was developed by the researcher. Results: 62% of the universities of medical sciences have selected Total Quality Managements approach, 46% Suggestion System, 41% Accreditation, 22% Productivity, and 16% ISO9000.The knowledge of the requirements of the approach has been most influential in the selection of the accreditation(69%) and least influential in the selection of the ISO 9000(62%). Vice chancellors’ awareness and belief has been most influential in the selection of the productivity(75%) and least influential in the selection of the suggestion system(69%). The support and push from the Ministry of Health and Medical Education(MOHME) has been most influential in the selection of the ISO9000(77%), and least influential in the selection of the suggestion system(68%). Regarding practical measueres, maximum training activities have been focused on accreditation (66%) and the least on the suggestion system (58%). ISO9000 has received the most support (66%) from the MOHME, and accreditation and total quality managements have received the least support (60%). Productivity and suggestion system approaches have had maximum achievements(72%), and ISO 9000 and accreditation have had minimum achievement rates(62%). Conclusion: It seems that Universities were confused by successive official orders from MOHME. Since aware voluntary selection of quality approach could be more influential than official orders, TQM approach was more frequently implemented. Therefore it is recommended to inform managers about quality management and implement it by reform in organizational culture, so that institutions admit it as an essential element in their organization.}, Keywords = {Quality management approach, universities of medical sciences, education, vice-chancellor for education}, volume = {10}, Number = {4}, pages = {350-356}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-1495-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-1495-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2011} } @article{ author = {Shayestehfard, Marzieh and Houshyari, Hojjat and Cheraghian, Bahman and Latifzadeh, Shil}, title = {Nurses’ Opinion towards Barriers and Facilitators of Clinical Utilization of Research Results in Abadan and Khorramshahr Hospitals}, abstract ={Introduction: In spite of qualitative and quantitative improvements in nursing studies, the application of findings in practice is quite limited among nurses. It seems that there are some factors acting as barriers or facilitators in spreading and employing the findings. Therefore, this study was done in order to identify nurses’ opinion regarding barriers and facilitators of clinical utilization of study results in Abadan and Khorramshahr hospitals. Methods: This descriptive cross-sectional study was performed in year 2007 on a hundred nurses of Abadan and Khoramshahr hospitals selected through convenience sampling. The questionnaire (whose reliability and validity had been confirmed) included 3 parts of demographic data, barriers to clinical utilization of study findings, and factors facilitating the application of study results in clinical settings. Data were analyzed by SPSS software using statistical tests of mean, standard deviation, and relative frequency. Results: Top three barriers to apply study results in clinical settings were shortage of facilities for utilization of study results with Mean and SD of (3.54±0.7), lack of enough time for implementing innovative ideas (3.37±0.86), and lack of close cooperation between university and hospital (3.36±0.94). Conducting in-service training courses on new research findings (3.73±0.54), training nurses for further information on research methodology (3.69±0.54), and equipping hospital library with a variety of journals and internet access (3.68±0.63) were determined as the most important facilitators. Conclusion: According to the results of the study, it is necessary to put extensive efforts on individual and organizational aspects to reduce barriers and develop facilitators. This enables nurses to change their Patient’s care practice towards more evidence based one.}, Keywords = {Clinical studies, viewpoint, barriers, facilitators, nurses.}, volume = {10}, Number = {4}, pages = {340-349}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-915-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-915-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2011} } @article{ author = {AtashSokhan, Guiti and BolbolHaghighi, Nahid and Bagheri, Hossein and Ebrahimi, Hossei}, title = {Comparison of Self, Peer, and Clinical Teacher Evaluation in Clinical Skills Evaluation Process of Midwifery Students}, abstract ={Introduction: In order to have a precise judgment on performance, a variety of data resources are needed. In this regard, experts emphasize on employing different assessment groups for determining achievement of learning objectives by students. This study was performed to compare self, peer, and teacher evaluation in the process of midwifery students' clinical skills evaluation at delivery room of Fatemieh and Imam Hossein Hospitals affiliated to Shahrood University of Medical Sciences. Methods: In this descriptive cross sectional study, 85 senior midwifery students were selected and evaluated by 3 methods of self, peer, and clinical teacher evaluation. Their clinical competencies were assessed using a researcher made questionnaire including two parts of general and specific skills evaluation. Data were analyzed by SPSS software using one-way analysis of variance and Tukey. Results: The mean and standard deviation of the self-evaluation, peer evaluation, and clinical teacher’s evaluation of general clinical skills were 4.21±0.46, 4.21±0.28, and 3.97±0.47, respectively. Considering specific clinical skills, the mean and standard deviation of self-evaluation, peer evaluation, and evaluation by clinical teachers were 3.91±0.54, 3.87±0.27, and 3.66±0.41, respectively. Analysis of variance revealed a significant difference among three methods of evaluation considering general and specific clinical skills. Conclusion: With regard to scores dissimilarity in different assessment techniques, self-evaluation and peer evaluation could be considered as supplementary methods for other evaluation methods in the evaluation of students' clinical performance.}, Keywords = {Self-evaluation, peer evaluation, teacher evaluation, clinical skills, midwifery students, delivery room.}, volume = {10}, Number = {4}, pages = {333-339}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-1448-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-1448-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2011} } @article{ author = {Safi, Mohammad Hadi and FalahiKhoshknab, Massoud and Russell, Mehdi and Rahgozar, Mehdi}, title = {Job Satisfaction among Faculty Members of University of Social Welfare and Rehabilitation Sciences}, abstract ={Introduction: Generally every organization's success relies on its employees' efforts as well as their job satisfaction. Identifying the factors leading to job satisfaction among faculty members could be useful in increasing their satisfaction and motivation for efficient educational and research activities. This study was conducted to determine job satisfaction rate among faculty members of University of Social Welfare and Rehabilitation Sciences. Methods: This was a descriptive cross-sectional study performed on 94 faculty members of Tehran University of Social Welfare and Rehabilitation Sciences in the year 2008. Data was gathered through a researcher-made questionnaire and analyzed by SPSS software using mean, standard deviation, and Principal Component Analysis. Results: The mean and standard deviation of faculty members’ job satisfaction was 72.6 ± 16.91 out of 135. The mean and Standard deviation for the domains under investigation were as follows: Economy (7.00 ± 2.212) out of the total score of 15, education (9.31 ± 1.81) out of the total score of 15, research (11.47 ± 2.41) out of the total score of 20, administration (13.95 ± 3.29) out of the total score of 25, motivation (26.77 ± 5.81) out of the total score of 50, and welfare (4.11 ± 1.47) out of the total score of 10. As a result of Principal Component Analysis of all domains including motivation, research, economy, administration, education and welfare it was revealed that motivational domain with the score of .847 was the most effective and economic domain with the score of .657 had the least impact on the job satisfaction of faculty members. Conclusion: Faculty members were almost dissatisfied with their job considering different mentioned domains. This satisfaction was a little more desirable in the domains of education, research, and motivation compared to the domains of welfare, administration, and economy. Educational leaders and administrators need to ensure more job satisfaction and welfare for faculty members through strategic planning and defining appropriate goals.}, Keywords = {Job Satisfaction, Faculty Members, Job Needs, Economic, Educational, Research, Administrative, Motivational, Welfare}, volume = {10}, Number = {4}, pages = {323-332}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-922-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-922-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2011} }