Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
6
1
2006
6
1
Competency-Based Education (CBE)
145
146
FA
Ali Reza
Yousefi
Y
http://ijme.mui.ac.ir/article-1-192-en.html
http://ijme.mui.ac.ir/article-1-192-en.pdf
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
6
1
2006
6
1
Medical students\' attitude towards psychiatry in Shahid Sadoughi University of Medical sciences
143
144
FA
Saeed
Mazloomy Mahmoudabad
Y
Mohammad Ali
Havazy
N
Shahin
Eslami
N
http://ijme.mui.ac.ir/article-1-191-en.html
http://ijme.mui.ac.ir/article-1-191-en.pdf
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
6
1
2006
6
1
A New Method For Teaching Embryo-Pharyngel Arches
141
142
FA
Ebrahim
Esfandiari
Y
Hamid
Bahramian
N
Mohammad
Mardani
N
Setareh
Javanmardi
N
http://ijme.mui.ac.ir/article-1-190-en.html
http://ijme.mui.ac.ir/article-1-190-en.pdf
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
6
1
2006
6
1
The Reasons Of Educational Failure Among Paramedical Students In Kashan University Of Medical Sciences
135
140
FA
Rezvan
Moniri
Y
Hashemiyeh
Ghalebtarash
N
Gholam Abass
Mussavi
N
Abstract Introduction: The problem of educational failure in paramedical students is an important concern in medical education which can lead to a low efficacy in paramedical staff in the future. This study was performed to determine the reasons of paramedical students’ educational failure in paramedical school of Kashan University of Medical Sciences. Methods: This cross-sectional descriptive study was carried out on 242 paramedical students admitted to Kashan University of Medical Sciences in 2003-2004. The students’ demographic characteristics and study information were collected by a valid and reliable questionnaire. The students with the average score of 14 and more, without any failure were classified in the successful group, the students with the average score lower than 14, or more than16 with at least one term failure were classified in the unsuccessful group. The data analysis was performed with Chi-square, Fischer exact test and Odds Ratio. Results: The overall rate of failure was 1.6% (4 out of 166). From 242 students in this study, 94 (38.8 %) were classified in the successful group, and 148 (61.2%) in the unsuccessful group. The Odds Ratio of educational failure was 3.34 in “entering the university in more than one year after high school graduation”, 2.6 in “average score of diploma less than 16”, 3 in “low concentration in class”, 3.66 in “studying without preplanning”, 1.93 in “study duration less than 2 hours per day”, and 2.31 in “not being native”, which all were significant. The rest of factors had no difference in successful and unsuccessful students. Conclusion: The educational failure was mostly concerned with learning and study methods. The low average score of high school diploma, the duration before entering the university and not being native were recognized as the most important factors for educational failure in this faculty. Changing the method of acceptance according to the average score of diploma, improving the quality of teaching and welfare facilities, using educational counseling, and participation in educational workshops focused on learning methods and study skills are recommended.
Key words: Medical education, Educational failure, Educational success, Students.
http://ijme.mui.ac.ir/article-1-148-en.html
http://ijme.mui.ac.ir/article-1-148-en.pdf
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
6
1
2006
6
1
Internal Evaluation Of Departments In The School Of Management And Medical Informatics, Isfahan University Of Medical Science
125
134
FA
Mohammad Hossein
Yarmohammadian
N
Afsaneh
Kalbasi
Y
Abstract Introduction: In higher education, accreditation begins with internal evaluation of the educational departments carried out by the faculty members in order to improve the educational quality. The purpose of this study was to determine the situation of education and research in the departments of School of Management and Medical informatics in Isfahan University of Medical Sciences in 2003-2004 by applying internal evaluation as the first step of accreditation process. Methods: This descriptive study was performed through applying the process of internal evaluation in the School of Management and Medical informatics. Data collection was done by two valid and reliable questionnaires with five-point ordinal scale for students and faculty members, interview forms for the heads of the departments, and checklists of facilities and educational equipments. The collected data was analyzed by descriptive statistics. Results: The department of health services management was partially desirable in all areas except “students”. In the department of library and medical information, the areas of “mission and objectives” and “teaching-learning process” were desirable, whereas the area of “students” was undesirable and the other areas were partially desirable. The department of medical records, was desirable in the areas of “mission and objectives”, “teaching-learning process”, “organizational structure and administration”, undesirable in the area of “research” and partially desirable in other areas. Conclusion: The scientific and academic structure has had an essential role in the promotion of educational quality in the school of management and medical informatics. In general, the role of students was less considered in the programs of different departments. It is recommended that the heads of the departments increase their communication with students formally and give more consideration to their role in enhancing the educational and research quality.
Key words: Educational quality, Accreditation, Internal evaluation, Management, Medical Informatics.
http://ijme.mui.ac.ir/article-1-147-en.html
http://ijme.mui.ac.ir/article-1-147-en.pdf
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
6
1
2006
6
1
Are Nursing Students’ Thesis Topics In Accordance With Burden Of Diseases As Disability Adjusted Life Years In Iran?
117
124
FA
Khadijeh
Heravi Karimooi
N
Fereshteh
Aein
Y
Fazloallah
Ahmadi
N
Mina
Tootoonchi
N
Abstract Introduction: Research is the basis of nursing and should be in accordance with society’s health needs. The purpose of this study was to determine whether the master theses’ subjects in nursing conform to the burden of diseases as Disability Adjusted Life Years (DALYs). Methods: In this comparative study, 373 researches registered in the lists of school libraries or university web sites as master degree theses in nursing during 2000-2005, were investigated. Then, their subjects were compared with the etiology of burden of diseases as Disability Adjusted Life Years in Eastern Mediterranean Region published in World Health Organization Report in 2003. Results: The proportion of theses’ topics and the etiology of burden of diseases, including intentional and unintentional accidents, sensory disorders, congenital anomalies, gastrointestinal and dental diseases, respiratory diseases , nutritional deficiencies and endocrine disorders was less than optimum. In contrast, the proportion of theses’ topics on cardiovascular, genitourinary, dermatology and musculoskeletal diseases, diabetes mellitus, neoplasms and maternal and antenatal problems was more than the related DALYs. In addition it was optimum for neuropsychological disorders. Conclusion: Most theses’ topics were in accordance with this health index. Considering the high number of theses concerning maternal situation, specially ante-natal problems and also, urogenital tract, it is suggested to avoid this over attention and consider other topics such as accidents and their burden more, in doing research and thesis.
Key words: Research, Nursing, Thesis, Master degree, Burden of Disease, DALYs.
http://ijme.mui.ac.ir/article-1-146-en.html
http://ijme.mui.ac.ir/article-1-146-en.pdf
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
6
1
2006
6
1
Dental Students\' Motivation For Entering Dentistry In Kerman School Of Dentistry
109
115
FA
Maryam
Hashemipour
Y
Abstract Introduction: Career choice is one of the most important decisions every individual makes in his life. Meanwhile, choosing dentistry as a job should be accomplished with more precise considerations because changing this job is rarely possible. Thereby, this study was done to determine important factors in choosing dentistry among first and second year dentistry students in Kerman University of Medical Sciences in 2005. Methods: All first and second year dentistry students from Kerman School of Dentistry (n=52) participated in this descriptive study. A valid and reliable questionnaire asking about students’ demographic characteristics and their motivations for entering dentistry was distributed as group administered. The result was analyzed by Mann-Whitney U test along using SPSS 11.5. Results: The most important motivation for choosing dentistry was “relationship with people”, whereas manual working was the least important motive. Male students were more likely to be motivated by income while female students were more likely to be influenced by their parents' advice. Conclusion: Relationship with people has a high position in dentistry profession. Therefore, dentistry is considered as a social job. Since, income is an important factor for male students compared to females, this factor can be used for encouraging male students to choose dentistry as their profession.
Dental students, Motivation, Career choice.
http://ijme.mui.ac.ir/article-1-145-en.html
http://ijme.mui.ac.ir/article-1-145-en.pdf
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
6
1
2006
6
1
Medical Students’ Study Skills And Habits In Zanjan University Of Medical Sciences
101
107
FA
Abass Ali
Nourian
Y
Nouredin
Mousavinasab
N
Arezoo
Fahri
N
Akbar
Mohammadzadeh
N
Abstract Introduction: During their long period of study, medical students face a large variety of texts and contents which require adequate time and an organized plan to study. This study was performed to determine medical students’ study skills and habits in Zanjan Medical University. Methods: In this cross-sectional descriptive study, all medical students in different years of study (n=220) were selected in 2004. A valid and reliable questionnaire including demographic characteristics and 24 questions with 5 point Likert scale ranging from completely agree to completely disagree was distributed as group administered. Lower scores indicated more appropriate study skills and habits. Data analysis was done by SPSS software through calculating Median, and performing Mann Whitney U test and Kruskal Wallis. Results: The median scores for the skills of time management, concentration, reading speed, note taking, study habits and comprehension were 2.75, 2.25, 2, 1.75, 1.75, and 1.5 out of 4, respectively. Male students had significantly better concentration, time management and comprehension than female students. Interns had better condition in time management compared with other students. There was no significant difference between the median scores according to different living places. Conclusion: Medical students had better situation in study habits, comprehension and note taking. Regarding gender, male students had better condition in some skills compared to female students. Teaching study skills as workshop or course credit, can help medical students in better learning and understanding.
Key words: Study skills, Study habits, Time management, Reading speed, Concentration, Medical students.
http://ijme.mui.ac.ir/article-1-144-en.html
http://ijme.mui.ac.ir/article-1-144-en.pdf
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
6
1
2006
6
1
Nursing Graduates’ Self-Assessment Of Their Clinical Skills Acquired In Medical-Surgical Wards
93
100
FA
Khadijeh
Nasiriani
Y
Farahnaz
Farnia
N
Tahereh
Salimi
N
Leili
Shahbazi
N
Monireh
Motavasselian
N
Introduction: In order to have the most efficiency, nursing students should acquire the knowledge and skills needed for their future profession. This study was done with the goal to determine acquiring clinical skills in medical-surgical wards, through nursing graduates’ self-assessment. Methods: In this survey 50 new graduated nurses, employed in medical-surgical wards of governmental hospitals of Yazd were selected through census sampling method in 2004-2005. Data collection tool was a valid and reliable questionnaire composed of demographic characteristics and 190 items about clinical skills which used ordinal scale and was filled as self-administered. The data was analyzed by SPSS software using descriptive statistics, t-test, and ANOVA. Results: The mean and standard deviation of clinical skills were 294.02±42.05 out of 570 which was good. Eight percent of students evaluated their acquired skills poor, 34% intermediate, 58% good, and none of them evaluated their skills excellent. Assessment and care of patients suffering from common diseases, pain management, sampling for laboratory tests, pre and post care in diagnostic tests, performing caring protocols, and caring during medical treatment were assessed in an intermediate level recording reports in an excellent level, and using medical equipment in a weak level. The mean scores for graduates’ skills showed a significant difference between male and female graduates and also based on having daily or night courses. Conclusion: Graduated nurses’ skills were at an intermediate or good level. It seems that although nursing educational programs provide some opportunities for promoting students’ knowledge and skills, they are not sufficient. It is recommended to provide enough time for practicing skills before graduation, and take more precise clinical exams at the end of their course.
Clinical skills, Medical-surgical, Graduates, Nursing, Self-assessment.
http://ijme.mui.ac.ir/article-1-189-en.html
http://ijme.mui.ac.ir/article-1-189-en.pdf
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
6
1
2006
6
1
Doctoral Nursing Students’ Viewpoints About The Nursing Phd Curriculum
83
92
FA
Mansoureh
Farahani
Y
Fazloallah
Ahmadi
N
Introduction: Program evaluation is one of the strategies for developing and improving educational programs in every discipline and level of study. It also helps to improve the program effectiveness and efficacy. The aim of this study was to determine the doctoral nursing students’ viewpoints about the nursing PhD curriculum. Methods: A descriptive study was performed on 20 randomly selected doctoral nursing students from different universities of Iran in 2004. The data was collected using semi-structured interviews. Then, data was categorized and presented as frequency distribution. Results: The participants mentioned that the courses of PhD program could make their views towards patients more holistic. Ninety five percent of the participants requested an increase in the credit hours of “Nursing theory”, “Nursing research methods” and, “Philosophy” courses. Seventy five percent of them mentioned that “Testing and evaluation methods”, “Evaluation principles”, and “Psychology and Learning theories” courses had overlap with some courses in master program. Ninety percent emphasized on the importance of English course in PhD curriculum. Fifty five percent mentioned that the content of computer courses could not increase students’ capabilities in regard to the course objectives. Conclusion: The content of nursing PhD program is not flexible, the courses are mandatory, and the content of some courses have overlap with some courses in master program. Revising and planning educational programs according to society’s needs, can help to promote this profession.
Curriculum, Nursing PhD, Student.
http://ijme.mui.ac.ir/article-1-188-en.html
http://ijme.mui.ac.ir/article-1-188-en.pdf
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
6
1
2006
6
1
Medical Interns\' Viewpoints About Nutrition Course In Lorestan University Of Medical Sciences
75
82
FA
Ebrahim
Fallahi
Y
Mohammad hossein
Kaveh
N
Introduction: Changes in science, technology and life style, and the role of nutrition in the pathogenesis of chronic diseases have propounded the need to revise the outline and content of nutrition course in medical education. The objective was to determine the opinion of medical students in Lorestan University of Medical Sciences (LUMS) about the outline of nutrition course and obtain their suggestions concerning adding new topics to this course in 2004. Methods: In this descriptive study, a valid and reliable questionnaire which asked about the current outline of this course, the time specified for it, and the necessity for learning nutrition, was designed. Also, the topics physicians faced the most but not considered in the course, were put in the questionnaire. The questionnaires were sent to 56 interns and filled by them. The statistical analysis was performed by SPSS softwere. Results: The respondents believed that the nutrition course outline should be divided and presented in three stages of basic sciences, introduction to clinical medicine, and clerkship. They also suggested new nutrition topics such as hospital diets, tube feeding, total parenteral nutrition, and diet and diabetes for the medical education curriculum. In total, they considered 55.9% of the nutrition course, applied and in accordance with their professional needs. Conclusion: This study suggested that the current nutrition course which is taught in Iranian medical schools does not have the required application for a physician and should be revised. These revisions include, adding new topics, presenting the course in an appropriate stage of studying medicine, and adding the number of credits concerning nutrition and diet therapy.
Nutrition, Interns, Medicine, Curriculum planning, Educational outline.
http://ijme.mui.ac.ir/article-1-187-en.html
http://ijme.mui.ac.ir/article-1-187-en.pdf
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
6
1
2006
6
1
Educational Needs of Hospitalized Elderly Patients’ Caregivers: a Basic Concept for Nursing Education
65
73
FA
Heydar Ali
Abedi
Y
Moghgan
Khademi
N
Reza
Daryabeigi
N
Nasrolah
Alimohammadi
N
Abstract Introduction: In order to determine nurses’ educational needs in supporting family members of hospitalized elderly patients’, the needs of these care givers should be recognized. This study was performed with the goal to obtain and understand the lived experience of patients’ family caregivers regarding their needs. Methods: In a qualitative study with phenomenological method, the care givers of elderly patients hospitalized in one of the hospitals affiliated to Isfahan Medical University were selected by purposive sampling in the year 2004. By reaching data saturation the number of participant was 12. Data were gathered through in-depth interviews and analyzed by “Parse” method. Results: The care givers’ needs and the responses of environment to these needs showed the educational needs of nurses in five core concepts including empathy and emotional support, information and education, participation in decision making, receiving help in voluntary care, and welfare facilities. Conclusion: Although hospital staffs, especially nurses, are often in the best position to meet families’ needs, these needs are not always met. This study confirms the importance of educating health care team, especially nurses based on family caregivers’ needs. It also proposes a framework for teaching necessary skills, especially caring communication in response to care givers’ needs, to nurses and nursing students.
Key words: Nursing education, Educational need, Elderly patient, Phenomenology.
http://ijme.mui.ac.ir/article-1-140-en.html
http://ijme.mui.ac.ir/article-1-140-en.pdf
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
6
1
2006
6
1
Comparing The Effect Of Lecture And Discussion Methods On Students` Learning And Satisfaction
59
64
FA
Mitra
Safari
Y
Behrouz
Yazdanpanah
N
Hamid Reza
Ghafarian
N
Shahrzad
Yazdanpanah
N
Introduction: Revising traditional methods of teaching and using new and active learning methods have been felt as a need by educational systems. The goal of the present study was to compare the effect of lecture and discussion methods on students’ learning and satisfaction. Methods: All nursing and midwifery bachelor students (n=22) who were in their third semester participated in this quasi-experimental study which was performed in Yasouj University of Medical Sciences in 2004. A two credit maternal and neonatal nursing course was planned according to the course outline in 16 sessions during the semester, each session lasting for 2 hours. The students received lecture as the teaching method for the first 8 sessions of the course and in the latter 8 sessions, they participated in group discussions. They took a multiple choice question test after each method of learning. Also, a 23 item valid and reliable questionnaire using Likert scale was applied for measuring students’ satisfaction. Data was analyzed using t-test and Fisher exact test by SPSS software. Results: The students’ mean test score in lecture method was significantly lower than discussion method. There was no significant difference between students’ overall satisfaction scores in lecture and discussion methods. Students’ satisfaction from exam and course evaluations showed a significant difference between the two methods. Conclusion: Students’ learning increased during discussion method. It is recommended to increase students’ participation by applying active teaching methods which can provide the opportunity for more learning.
Teaching method, Lecture, Discussion, Satisfaction, Learning
http://ijme.mui.ac.ir/article-1-186-en.html
http://ijme.mui.ac.ir/article-1-186-en.pdf
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
6
1
2006
6
1
Correlation Between Student Evaluation Of Teaching And Students’ Grades
51
58
FA
Abdolhosein
Shakurnia
Y
Ali reza
Malayeri
N
Masoud
Torabpour
N
Hossein
Elhampour
N
Abstract Introduction: Recognizing effective factors in student evaluation of teaching can reveal the strengths and weaknesses of this method of teacher evaluation and provide the possibility for better planning and obtaining authentic results. This study was carried out to determine the correlation between teacher evaluation results and students’ Grade Point Average (GPA) in Jundi-shapoor University of Medical Sciences in Ahvaz. Methods: All nursing students in Abadan Nursing School who were all female (124) participated in this correlational study. The data collection tool was a valid and reliable questionnaire containing 16 questions. The questionnaires were distributed at the final classes of the semester and the students’ GPAs were recorded on the questionnaires. The data was analyzed by SPSS, and Pearson Correlation Coefficient, t-test and ANOVA were used. Results: A negative weak relationship was demonstrated between teachers’ evaluation scores and students’ average grades (r= -0.091) meaning that the more students’ average grades were, lower teacher evaluation scores were observed. Conclusion: Considering the low correlation between teacher evaluation scores and students’ GPAs, it seems that students’ average scores do not have an effect on evaluation scores. So, this factor cannot be referred to as a bias in teacher evaluation process.
Key words: Teacher evaluation, Grade Point Average, Students
http://ijme.mui.ac.ir/article-1-138-en.html
http://ijme.mui.ac.ir/article-1-138-en.pdf
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
6
1
2006
6
1
Nursing Students’ Communication With Patients In Hospitals Affiliated To Kerman University Of Medical Sciences
43
49
FA
Sekineh
Sabzevari
Y
Kamran
Soltani Arabshahi
N
Robabeh
Shekarabi
N
Jalil
Koohpayehzadeh
N
Abstract Introduction: The way nursing students communicate with patients can show their actual performance in the future. This research was performed to determine how nursing students communicate with hospitalized patients in hospitals affiliated to Kerman University of Medical Sciences in. Methods: In a descriptive study, 175 students who had medical surgical unit, were selected by census sampling method in the year 2005. Data gathering was done by a 29 item checklist. While interacting with patients, each student was observed by a trainer three times in the ward, and the results were recorded. Data analysis was done by SPSS software using mean, and standard deviation, and the comparisons were made by t-test, ANOVA and Tukey. Results: The mean and standard deviation of nursing students’ scores in communicating with patients were 58.98±13.76 out of 87. The students’ performance was desirable at the beginning of interview and in interaction skills, semi-desirable in problem follow up and disease description, and undesirable at the end of interview. There was no significant difference between the mean scores, according to different age groups, semester of study, year of the study and the type of ward they were attending. Conclusion: Although students’ communication skills are in a desirable level, revising educational programs and improving teaching methods with focus on communication skills are recommended. Teaching theoretical base of the related subjects at the same time with practice in clinical settings is also suggested.
Key words: Communication, Communication skills, Nursing student, Patient.
http://ijme.mui.ac.ir/article-1-137-en.html
http://ijme.mui.ac.ir/article-1-137-en.pdf
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
6
1
2006
6
1
The Quality Of Patient Education Pamphlets Made By Nursing Students Of Semnan University Of Medical Sciences
33
41
FA
Nayereh
Raeis Dana
Y
Introduction: Educating patients is one of the nurses’ main duties. The educational pamphlets for patients have been less studied. In order to evaluate the students’ performance in preparing educational pamphlets for patients, this study was designed with the aim to determine the quality of these pamphlets designed for patients with chronic diseases in Semnan University of Medical Sciences. Methods: In a descriptive study, 120 pamphlets made by nursing students were gathered and evaluated using a self-made checklist including three parts of message content, organization of the content, and appearance and appeal of the pamphlets. The SMOG (Simplified Measure of Gobbledygook) readability formula was used for determining literacy level needed for reading this pamphlets. Results: The most selected subject for patient education, chosen by students was related to endocrine system, (15.8%) and the main item discussed in these pamphlets was about self-care actions ( 21.93%). The average literacy level needed for reading these pamphlets was at the level of 11/74th grade, while the average literacy level of patients was at the level of 5th grade. Conclusion: The prepared educational materials were written above patients’ literacy level. It is necessary to provide these materials more simple and understandable, and pay attention to other important aspects, in order to make them more usable for patients.
Patient education, Educational pamphlet, Chronic diseases, Nursing students
http://ijme.mui.ac.ir/article-1-185-en.html
http://ijme.mui.ac.ir/article-1-185-en.pdf
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
6
1
2006
6
1
Faculty Members’ Viewpoints Towards Teacher Evaluation Process In Isfahan University Of Medical Science
23
31
FA
Mina
Tootoonchi
Y
Tahereh
Changiz
N
Lili
Alipour
N
Nikoo
Yamani
N
Introduction: There are limited studies regarding teacher evaluation process. The goal of this study was to determine faculty members’ viewpoints regarding teacher evaluation process and its relationship with their characteristics in Isfahan University of Medical Sciences. Methods: In a descriptive study, 185 faculty members were selected by stratified random sampling method. The data collection tool was a valid and reliable questionnaire which asked faculty members’ demographic characteristics and their viewpoints about evaluation process using a 5 point Likert scale. The data was analyzed by SPSS software using t-test, ANOVA and Pearson Correlation Coefficient. Results: The mean and standard deviation of the given scores to evaluation process were 2.6±.45 out of the total score 5. The most positive view was about performing the evaluation at least once a year, and the most negative view was about not paying attention to the nature of the courses and also to other activities of faculty members during the evaluation process. Faculty members had a negative view towards the content of evaluation forms and the evaluation process. The viewpoints of faculty members had a significant relationship with the number of course units, work experience, satisfaction from evaluation and fairness of evaluation. Conclusion: Faculty members were not so satisfied from evaluation forms and evaluation process. Preparing valid and reliable tools which includes all educational fields and apply to different levels of students, close supervision on evaluation process and using peer evaluation method are suggested.
Evaluation, Faculty members, Evaluation process, Viewpoints
http://ijme.mui.ac.ir/article-1-184-en.html
http://ijme.mui.ac.ir/article-1-184-en.pdf
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
6
1
2006
6
1
The Clinical Rounds On Patients’ Bedside In Internal Ward From Patients’ Viewpoints
15
21
FA
peyman
Adibi
Y
MohammadReza
Anjevian
N
Introduction: Patients my feel uncomfortable toward discussing their diseases on their bedsides which is usually done by faculty members and students during clinical rounds. This study aimed to determine the viewpoints of internal ward patients about clinical rounds on their bedside in Alzahra hospital of Isfahan University of Medical Sciences.
Methods: This descriptive study was performed on 110 patients hospitalized in internal wards of Alzahra hospital during September and October 2005. A valid and reliable questionnaire including 3 groups of questions about “attitude towards the events during the round”, “the list of events, patient experience during hospitalization” and “attitude towards the process of clinical round”. This questionnaire also asked about demographic characteristics and having a family caregiver during being hospitalized. The data was analyzed by SPSS software using frequency distribution, mean and standard deviation.
Results: The questionnaires of 100 patients were complete. Most questions showed a positive attitude towards “the events during the round”. Most patients had experienced some events during the clinical rounds such as patient visit, and examination by a physician. Considering the process of clinical rounds, patients had more agreement on “the need to speak with the main physician”, “reducing the number of students” , and “the need to a change in educational method”.
Conclusion: Patients’ satisfaction can be provided by increasing the number of visits or the duration of visits, meaning more attention to patients. In total, clinical rounds on bedside do not have a significant negative effect, and by making some improvements, they can lead to a more positive view in patients without damaging clinical rounds.
Clinical round, Patients, Internal ward, Viewpoint
http://ijme.mui.ac.ir/article-1-183-en.html
http://ijme.mui.ac.ir/article-1-183-en.pdf
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
1735-8892
6
1
2006
6
1
Teaching Integrated Course of Physical Examination and Trunk Anatomy to Second Year Medical Students
7
14
FA
Iman
Adibi
Y
Nasibe
Hasani
N
Shohreh
Sadre Arhami
N
Vahid
Ashourioun
N
Alireza
Monajemi
N
Abstract
Introduction: Today, there is a global tendency to teaching anatomy courses at the same time with clinical skills during medical education period. This project was designed to determine the effect of an integrated course of physical examination and trunk anatomy on second year medical students' knowledge of anatomy and their attitude towards this method of learning anatomy.
Methods: A quasi-experimental study was performed on 39 second year medical students in Isfahan University of Medical Sciences in the year 2004-2005. The volunteer students were assigned randomly into two experiment (physical examination) and control (case discussion) groups. Both groups were taught by general physicians in small groups. The effect of the new course on the attitude of the experiment group was assessed by a valid and reliable questionnaire. The theoretical and practical scores of anatomy in both groups were compared by t-test.
Results: Thirty seven students (95%) attended the whole program. The mean and standard deviation of theoretical anatomy score in the experiment and control groups were 46.66.3 and 41.46.0 out of the total score 65, respectively. There was no significant difference between practical anatomy scores of the two groups. The Cronbach`s alpha for the attitude questionnaire was 0.94. The mean and standard deviation of the attitude score in the experiment group were 3.48±0.8 out of 5. Eighty one point 3 percent of students believed that the course made them focus on clinical aspects of anatomy in their current studies. Seventy five percent revealed that recalling anatomy subjects was more effective and easier in this method compared with traditional lectures.
Conclusion: Teaching physical examination at the same time with anatomy course facilitates learning anatomy. On the other hand, it can motivate students and increase their interest in anatomy.
Key words: Anatomy, Physical examination, Education, Attitude, Medical students
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