Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
13
11
2014
2
1
developing a virtual network for interprofessional education and collaboration
999
1000
FA
Alireza
Irajpour
Mousa
Alavi
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
13
11
2014
2
1
Reflective Learning and Teaching: A Review
989
998
FA
Fariba
Haghani
Soheila
Jafari Mianaei
Maryam
Ehsani
Introduction: One of the most important characteristic of human being is his ability to learn. Structuralists believe that learning is an active process through which learners explores the principles, meanings and facts by themselves. Learner’s participation in learning process is one of the active learning strategies and reflective learning is considered as an active teaching method which is in direct relationship with learner’s attempts to advance professional capabilities and competencies. The aim of this study is to determine and present related topics to the subject of reflection in learning for students and teachers.
Methods: This review study was performed through searching scientific databases such as Wiley, Elsevier, Pubmed, and Google scholar as well as using search engines such as Google to retrieve results. The key words were learning, reflective, reflective learning, reflective teaching, and reflection. A total of 90 Persian and English published evidences such as articles, books and web pages during 2009-2013 were retrieved and finally 26 evidences related to subject were selected.
Results: After the review of selected articles and texts on reflective teaching and learning, issues such as reflection, reflection models, reflection and Kolb learning cycle, reflective learning, advantages of reflective learning and methods for its promotion, and reflective teaching were discussed.
Conclusion: Since reflection is considered as an effective method in learning, it seems necessary to continue employing this method for all learners and teachers in all levels.
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
13
11
2014
2
1
The Effect of Some Contextual Factors on Knowledge and Use of Information and Communication Technology by Faculty Members in Isfahan University of Medical Sciences
979
988
FA
Nikoo
Yamani
Kobra
Salehi
Nayyer Sadat
Mostafavi
Mahsa
Shakour
Introduction: One of the proposed issues in modern education is the integration of new technologies with education. Information and communication technology is applied more than other technologies in the past few decades. The objective of this study is to investigate the effect of contextual factors on knowledge about information and communication technology (ICT) and using it by faculty members in Isfahan University of Medical Sciences.
Methods: This descriptive cross-sectional study was performed in Isfahan University of Medical Sciences on 234 medical teachers sampled through simple quota. Study instrument was a researcher made questionnaire for evaluating status of teachers’ knowledge and use of ICT. Content validity of questionnaire was approved by ten experts of education. Reliability of the questionnaire was 0.85 as measured by Chronbach’s Alpha. After gathering data, it was analyzed using descriptive and inferential statistical tests.
Results: Data achieved from 201 completed questionnaires showed that the mean score of self-evaluation was 3.98±1.15 for knowledge about computer and 2.98±0.71 for knowledge of computer. The knowledge about computer was higher among males compared to women, assistant professors compared to other scientific levels, and younger than 35 years compared to older. This differences was significant (p<0.05). A negative correlation was also observed investigating the relationship between knowledge and use of computer and internet with teaching years (p<0.05). Moreover, 62.2% of teachers used computers for 4 hours or more. Teachers younger than 35, used computer more than older. This difference was also significant considering clinical and nonclinical groups (p<0.05).
Conclusion: With regard to the results of this study, the knowledge and rate of using ICT is varied among faculties and lower than expected. This knowledge and use also reduce for clinical or old teachers. Therefore we should notice these factors for designing faculty development program.
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
13
11
2014
2
1
The Effect of Concept Map on Nurses' Critical Thinking and Clinical Decision Making in Neonatal Intensive Cares Unit
969
978
FA
SHokoufeh
Jodat
Thahereh
khazaei
GHolamreza
Sharifzadeh
Thahereh
khazaei
Introduction: The ability of critical thinking and clinical decision making is a professional necessity in nursing. Concept map is one of the novel and constructive methods of educational technology in nursing that can lead to meaningful deep learning. This study was conducted to determine the effect of teaching concept map on critical thinking and clinical decision making of nurses.
Methods: This quasi-experimental study of pre-test and post-test method was performed on nurses of Vliasr Hospital working in neonatal intensive cares units (n=30) selected through census. Five specialized scenarios of neonatal ward were taught to nurses through concept map for 5 consecutive weeks. Data was gathered before and after intervention using a questionnaire consisting three parts of demographic characteristics, B California Critical Thinking Test Questions, and clinical decision making cards by Q-Sort. Data was analyzed using paired and independent t-test at a significance level of (P<0.05).
Results: Both mean scores of critical thinking and clinical decision making showed a significant improvement from 12.6±3.3 and 84.3±4.9 respectively before the intervention to 26±5.1 and 98.2±1/9 after the intervention out of a total of 64 (P<0.001). Moreover, the increase in clinical decision making score was significantly higher among impermanently employed nurses compared to officially employed ones (P=0.004, 16.5±5 versus 11.4±3.9). Furthermore, this score was higher among those with working background of less than 10 years compared to those having longer working backgrounds (P=0.002, 16.7±4.9 versus 11.2±3.8).
Conclusion: Concept map in nursing education could result in development of critical thinking skills and clinical decision making. So it is recommended to employ this method in clinical nursing education.
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
13
11
2014
2
1
The Effect of Education on HCV+ Patients’ Knowledge of Hepatitis
960
968
FA
Abdollah
Rezaei Dehaghani
Habibollah
Hosseini
Mahin
Bandari
Behrooz
Ataei
Fatemeh
Abdi
Introduction: One of the most important roles intended for nurses is their educational role in the community. Accordingly, this study was implemented to review the results of this role and to determine the effect of education on HCV+ patients’ knowledge of Hepatitis C in MMT and DIC centers and other healthcare networks of Isfahan Province.
Methods: This quasi-experimental study was performed in year 2011 on HCV+ patients covered by MMT and DIC and healthcare networks of Isfahan province. Ninety seven HCV+ patients were trained by superintendents on various aspects of Hepatitis C including transmission, prevention, complications and etc. via workshops. Knowledge was assessed before and after training. Required information was collected by a questionnaire designed for this purpose and was analyzed using descriptive statistical tests, Chi2, student t and paired t test.
Results: Mean scores of patients’ knowledge before and after intervention were 11.9±5.3 and 18±3.13 respectively. Paired t test showed that the difference in patients’ knowledge mean scores before and after intervention was significant (p<0.001).
Conclusion: According to the results, providing information on this disease leads to improvement of individuals’ knowledge and attitude. This can influence the controlling process of Hepatitis C in the community especially in relation to transmission to other people
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
13
11
2014
2
1
The Efficiency of Medical Extern's Logbook from the Viewpoints of Externs and Faculties of Mashhad University of Medical Sciences: An Integration of Qualitative and Quantitative Methods
950
959
FA
Zahra
Movaffaghi
Ali
Shoeibi
Ali
Bahari
Mohammad
Khajedaluee
Introduction: As an instrument for supervising and directing teaching-learning procedure of learners, logbooks were developed and put into practice according to national educational objectives. This study was performed to determine the efficiency of externs’ educational logbooks.
Methods: This descriptive evaluation study was performed in year 2012 in Mashhad Faculty of Medicine. Three study instruments included a 4-point Likert scale questionnaire, 3 multiple-choice questions, and 3 open-ended queries designed in Educational Development Office of faculty of medicine. Instruments’ validity and reliability was approved using content analysis and internal consistency methods (α= 0.91). Sample size was calculated by pilot study, 84 externs, and 51 faculties. Initially, 8 clinical groups were randomly selected, and then the questionnaire for completing sample size was given to faculties and externs. Ordinal and nominal data were reported using descriptive methods and analyzed by JMP4 software using chi square. Qualitative data were analyzed using summative content analysis method.
Results: Seventy one externs (83%) and 40 faculties (81%), reported logbook’s information accuracy less than 60% averagely. Twenty five faculties (49%) believed that logbooks must have its own score as a document indicating student’s in-ward activity. This is while 43 students (51%) believed that this could lead to increasing registration of feigned information. Concerning achievement in 14 expected objectives, externs evaluated logbooks to be significantly less effective compared to the extent to which faculties did (p<0001). Systematically approaching this process, qualitative findings in areas of modality, structure, implementation, and outcome showed that students did not substantively object use of logbook. In fact they opposed the structure and the way in which logbook was used.
Conclusion: Evaluation of procedures and outcomes of using logbooks for directing teaching-learning process showed that executive shortcomings have prevented the fulfillment of expected objectives. Further justification for teachers and learners as well as content and procedure revision is needed.
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
13
11
2014
2
1
Psychometric Evaluation of “Teachers’ Sense of Efficacy Scale” (TSES)
942
949
FA
Aziz
Shamsi
Farideh
Yaghmaei
Farid
Zaeiry
Introduction: Teacher efficacy is the belief of a teacher that he can affect the behavior and academic achievement of learners. Many efforts have been made to measure teacher efficacy but there is no valid and reliable instrument to measure it in Iran. Therefore, this study was performed to translate and psychologically evaluate “teachers’ sense of efficacy scale” (TSES).
Methods: This descriptive study was conducted on teachers of school of nursing and midwifery in Tehran. The questionnaire was completed by all teachers (n=140). TSES was translated and then its content, face, and concurrent validity as well as its reliability were measured using internal consistency and test re-test after two weeks.
Results: Content validity index of TSES was 0.79 in part of relevancy, 0.62 for clarity, and 0.51 for simplicity respectively. Face validity of the scale was approved according to experts’ opinions and viewpoints of participants. Concurrent validity of teacher’s sense of efficacy scale was measured along with “General Self-efficacy Scale” and a value of 0.71 was calculated for their correlation. TSES scale’s Cronbach's alpha was 0.93 and 0.96 was the value attained for test re-test.
Conclusion: The “Teacher Sense of Efficacy Scale” (TSES) is a valid and reliable scale for measuring the efficacy of teachers in Iran.
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
13
11
2014
2
1
The Effect of Formative Assessment and Giving Feedback on ECG Interpretation Skills among Cardiovascular Residents of Shahid Beheshti University of Medical Sciences
931
941
FA
azam
noorifrotagheh
Shahram
Yazddani
mahnoush
Foroughi
seyed Ahmad
Raeissadat
yadollah
Mehrabi
Morteza
saafi
Fatieh
Mortazavi
Shahla
Rodpeyma
Introduction: The expansion of knowledge and information in different scientific branches necessitates the application of novel methods of educational management such as new methods of evaluation. Earlier studies on cardiovascular residency program in Iranian medical universities showed that little focus has been applied on novel teaching methods of ECG interpretation skills. This study was performed to investigate the effects of formative assessment and giving feedback on cardiovascular medical residents’ ECG interpretation skills in Shahid Beheshti University of Medical Sciences.
Methods: In this quasi experimental study, twenty two 2nd and 3rd year cardiovascular medical residents of Modares and Talegani medical centers were investigated. Residents were randomly divided into two groups. After conducting pretest, all residents attended 20 weekly sessions on ECG interpretation. Then after 10 and 20 sessions they were reassessed (mid-test and post-test). Residents in case group received the answers of tests (ECG interpretation) while residents in control group did not receive any feedback on correct answers. At the end, the results of pre-test, mid-test, and post-test for two groups were compared using paired t test.
Results: Nine (49.95%) residents were allocated in case group and 13 (59.9%) in control group. Mean score of pretest in case and control croup were (42.8±7.3) and (41.4±3.7) respectively out of total score of 100 and no significant difference was observed between two groups at the beginning of study (P=0.6). After 22 weeks, mean score of post-test reached to 94.5±2.4 in case group. This mean score reached to 82.8±5.5 for control group. Residents’ post-test mean scores improved in both groups compared to pretest. This improvement was significantly higher in case (feedback) group compared to control group (P<0.001).
Conclusion: The study showed that applying (continuous) formative assessment and giving feedback significantly improve ECG interpretation skills. Therefore we recommended using formative assessment and feedback as a part of educational and evaluative programs.
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
13
11
2014
2
1
The Association between Patient-centered Hidden Curriculum and Medical Students’ Communication Skills
920
930
FA
mahnaz
Jalalvandi
Mohammad reza
Sohrabi
َAkhtar
Jamali
Ali
Taghipoor Zahir
Introduction: Nowadays, physicians, medical organizations, and policy makers increasingly emphasize patient centered medical care. Regarding the importance of hidden curriculum in development of medical students’ professional behaviors, this study was conducted to investigate correlation between patient-centered hidden curriculum and medical students’ communication skills.
Methods: This descriptive correlation study was performed in spring 2013 within 3 Branches of Islamic Azad University (Tehran, Mashhad, and Yazd) on 327 randomly selected interns. Data gathering instruments were 2 questionnaires: One for patient-centered curriculum (including 3 dimensions of role modeling, students’ experiences, and support for students’ patient-centered behaviors) and the other for students’ communication skills. Data analysis was performed using descriptive statistics as well as Spearman and Mann-Whitney U tests.
Results: Among dimensions of patient-centered hidden curriculum, the highest and lowest scores belonged to support for students’ patient-centered behaviors dimension (mean: 63.1 out of 100) and students’ experiences (mean: 44.9 out of 100). There was a significant positive correlation between students’ communication skills with two dimensions of “role modeling” and “support for students’ patient-centered behaviors” (r= 0.24, r= 0.37 respectively and P=0.001). Female students reported lower scores for patient-centeredness in curriculum and their communication skills compared to male students. But this was significant only in “support for students’ patient-centered behaviors” dimension (58.4 versus 66.9, p= 0.005).
Conclusion: Considering significant correlation between communication skills and 2 dimensions of patient-centered curriculum, deeper understanding of learning environment and designing interventions for favorable changes, is recommended for development of patient-centered communication.
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
13
11
2014
2
1
Predicting Students’ Self-Regulation based on their Personality Styles (NEO) in Faculty of Nursing and Midwifery of Mashhad University of Medical Sciences
907
919
FA
Mohhamad Reza
Ahanchian
Somaye
Bahmanabadi
Fatemeh
Arfa Balochi
Introduction: One of the main goals of nursing education is to train nurses who can provide individuals with meritorious and qualified services employing their knowledge and competency. It calls for nurses to have self-regulated skills in learning and several factors are involved in self-regulation. Therefore, this study aims to investigate the role of five styles of personality inn self-regulation among students of faculty of nursing and midwifery of Mashhad University of Medical Sciences.
Methods: In this descriptive correlational research, study population included all female and male students in faculty of nursing and midwifery of Mashhad University of Medical Sciences during 2011-12 academic years. Using Morgan’s Table, 200 samples were selected through single-stage cluster sampling. Data was gathered usig five-factor personality styles (NEO-FFI) and general self-regulation Miller and Brown questionnaires. Data was analyzed using regression analysis and multivariate analysis of variance (MANOVA).
Results: Simultaneous regression analysis showed that out of five dimensions of personality, only two dimensions of extroversion and conscientiousness could predict self-regulation performing and planning dimensions (p<0.05). In addition, among five dimensions of personality, only neuroticism was able to predict research and evaluation dimensions of self-regulation (p<0.01). The results of multivariate analysis of variance (MANOVA) showed a significant difference between male and female students in all dimensions of personality except neuroticism (p<0.05). Moreover, there was a significant difference between male and female students regarding self-regulation dimensions (p<0.05).
Conclusion: According to the findings of the study, the educators and teachers of nursing and midwifery are recommended to pay attention to personality dimensions of students and strive to increase students’ increase self-regulation and self-disciplining considering their personality.
Medical Education Development Center, Isfahan University of Medical Sciences
Iranian Journal of Medical Education
1608-9359
13
11
2014
2
1
The Viewpoints of Dentists toward Continuing Dental Education
897
806
FA
Shahla
Kakoei
Fateme
Sajjadi
Mina
Shahabinejad
Sina
Kakooei
Introduction: Continuing education can play an important role in improving and keeping dentists’ level of knowledge and skills. Hence, investigation on continuing education program seems to be necessary. This study was performed to assess dentists’ viewpoints about continuing education on oral medicine.
Methods: This descriptive cross-sectional study was conducted on 300 dentists participating in 52nd Iranian dental association congress (2012). Data gathering tool was a questionnaire including demographic data, program title priorities for oral medicine (scores from 1-10, the less the mean score, the higher the priority), teaching techniques, performance and quality of programs, and motivation for participation. Data was analyzed using descriptive statistics.
Results: The first priorities in educational title were taking history (3.62±3.25) and clinical internal and external oral examination (3.52±3.1). Participants preferred attending workshops and performing practical jobs (3.06±2.28) and observing practical jobs (2.99±2.11). Two hundred and seventy five dentists (91.7%) noted that employing skillful professors improves the quality of the program. Most participants specified participating in continuing education programs two times a year.
Conclusion: According to participants’ viewpoints, taking history and clinical examination skills were the priorities in educational title. Moreover, practical training and employing skillful professors were among main concerns of dentists. Making use of the findings of this study can lead to dental continuing education programs.