70 1608-9359 Medical Education Development Center, Isfahan University of Medical Sciences 255 Educational Descriptive Terminology Yousefi Ali reza 1 6 2001 1 3 55 56 06 03 2007 15 06 2001
41 Medical Student Satisfaction in Different Educational Locations. Mortazavi Sayed Ali Akbar Razmara Asghar 1 6 2001 1 3 51 54 06 09 2006 Background. In order to evaluate teaching programs in different educational units and achieve a higher quality education, reviewing learners view points is of special importance. This study evaluates medical students satisfaction of different educational aspects including professors performance, medical equipment, educational methods, number and variety of patients, physical environment and welfare facilities in 4 educational locations (hospital ward, emergency ward, hospital outpatient department and non-hospital outpatient department). Methods. The study is a descriptive survey in which the data was collected by a single questionnaire including 29 questions which was completed by 400 medical students in the year 2000. Results. Statistical analysis revealed that the highest satisfaction rate was of professors’ performance, educational methods and, number and variety of patients in non- hospital outpatient centers while these centers carried the lowest satisfaction rate of medical equipments and students welfare facilities. The lowest students satisfaction rate was in hospital wards and of professors performance, educational methods and variety of patients whereas in this location the students had moderate satisfaction of physical environment, medical equipment and other facilities. Emergency wards had good medical equipment and physical environment but were moderate in professors performance and educational methods. Conclusion. This study showed that non hospital outpatient department produced the highest satisfaction rate in teaching programs. Therefore, it is recommended to increase the role of these centers in clinical medical education and improve medical equipment, physical environment and students welfare facilities in these centers. 40 Learning Activities And Clinical Nursing Services Gap And The Related Factors: A Comparative Study Salehi Shayesteh Abedi Heidar Ali Alipour Leili Najafipour Shekufeh Fatehi Nahideh 1 6 2001 1 3 43 49 06 09 2006 15 06 2001 Background. The gap between what is theoretically taught and what is practically experienced has always been a remarkable issue in nursing. The present study was an attempt to explore the amount of coordination between learning activities and clinical nursing services. A comparison was made between them through comparing the means of ratings by nursing students, teaching staff and nursing employees. Also, factors causing the gap as viewed by subjects were studied. Methods. This research was carried out using triangulation quantitative and qualitative methods. In the first phase of the study through phenomenological method, the relationship between learning activities and clinical nursing services, and the variables affecting them were assessed by interviewing 10 nursing students, teaching staff and nursing employees and a questionnaire was finally designed. Analytic-Descriptive method was used in the second phase of the study during which the means of the scores earned from nursing students, teaching staff and nursing employees’ viewpoints about theoretical learning and clinical nursing services were statistically calculated. The areas covered were principles and techniques in nursing, medical and surgical nursing, community health nursing, mother and child health, pediatrics nursing, psychiatric nursing, client teaching, management in nursing, and nursing process. Using Likert’s scale, the items were ranked as completely coordinate, coordinate, partially coordinate, incoordinate, and completely incoordinate. Also for related variables using Likert’s scale, the items were ranked as completely effective, effective, partially effective, ineffective, and completely ineffective. Descriptive statistics were used to calculate and compare the means. Results. The findings indicate that according to the nursing students, teaching staff and nursing employees, learning activities and clinical nursing services do not have necessary coordination. Of the three groups studied, the teachers believed in less amount of coordination between the learning activities and clinical nursing services. Besides the null hypothesis regarding the differences between the viewpoints expressed by students, teachers and the nursing staff were confirmed. Discussion. Appreciation and recognition of the gap between the learning activities and clinical nursing services and the factors affecting it can result in bridging up the gap. A reappraisal of the nursing education curriculum with regard to the effective variables is recommended so that the theoretical and practical activities are better orchestrated. 39 The Effects Of Clinical Supervision Program Application On Nursing Khalifezadeh Asghar Salehi Shayesteh Hassanzadeh akbar 1 6 2001 1 3 37 41 06 09 2006 15 06 2001 Background. Practice is where skills are developed and where theory must pass testing but there is a gap between classroom education and practice in nursing. The clinical supervision is a demonstration project of advanced practice and bridging the gap between theory and practice. Clinical supervision is a mechanism supporting both professional and personal development. The main purpose of this study is to evaluate the effects of clinical supervision on nursing students skills including interpersonal, professional and communication. Methods. This is a quasi-experimental study in which 100 nursing students under clinical training were selected by simple sampling method and were divided into two case and control groups. The data was collected by a questionnaire. For the case group, clinical supervision was applied by a staff member and an instructor for a two week period while that of the control group was a two week nursing practice conducted only by an instructor. Then the students’ viewpoints about interpersonal , professional and communication skills before and after the two week training were compared in both groups. Results. The findings showed that according to the students’ viewpoints the differences between the means of interpersonal, professional and communication skills and total skills in pre- and post-application of clinical supervision were statistically significant in the case group but in the control group they weren’t statistically significant before and after training. Conclusion. The results of this study indicate that designing teaching clinical courses based on clinical supervision model can promote interpersonal, professional and communication skills of the nursing students. Therefore, considering the problem of practice in nursing education and the effectiveness of clinical supervision followed in this study and other studies such as the ones conducted by Severinsson Sloan & Bishop , its vast application in teaching clinical courses in nursing is highly recommended. 38 Assessment Of Medical Interns Opinion About Education In Surgery Courses In Isfahan University Of Medical Sciences Hosseinpour Mehrdad Behdad akbar Samii Hossein 1 6 2001 1 3 30 35 06 09 2006 15 06 2001 Background. Educational curriculum assessment is an integral part for educational programs of Ministry of Health and Medical Education. The present survey, studies the situation of education for interns in surgery ward of AlZahra Hospital. Methods. This study is an analytic survey which was performed on 123 medical interns who passed their surgery courses in Alzahra Hospital in the year 2000. In order to evaluate their opinion about education in surgery department, a questionnaire including 13 variants was completed and was finally analyzed. Results. Mean of the scores was 11.23±42.4. Four main factors including education in operating room, education in emergency ward, residents attitude towards interns in regard to education and interns evaluation method were the most important factors in changing the overall score (P=0/05). Conclusion. Considering the efficiency of education in operating room, it is recommended to improve this kind of education by applying necessary changes in order to achieve a higher quality education in surgery department. 37 What is the Clinical Skills Learning Center (CSLC)? Jafari farshad Hakimian Mohammad reza Saburi Masih 1 6 2001 1 3 21 29 06 09 2006 With shorter periods of hospitalization, fewer in patient beds and more health care facilities in the society patients are now more acutely ill and highly dependent, causing less opportunities for medical students to practice and learn basic clinical skills. On the other hand, enhanced patient rights and other learning limitations require that professional education provide not only knowledge and practical skills, but also graduates with communication skills and attitude towards learning. Therefore, the Clinical Skills Learning Center (CLSC) has been developed in response to these issues in medical education and changing health care policies. It gives students the opportunity to practice a wide range of practical skills in a stress free and controlled environment, by using medical simulators, models, computers and other educational sources. Review of twenty CSLCs through internet and also review of related articles shows that CSLC can provide connection between theoretical subjects and practical skills, reduce student’s anxiety and teach communication skills more effectively. A successful skills center needs to be flexible in its design, integral to the curriculum and relevant to educational and training requirements. This requires a proper planning, organization and resources. This article attempts to present a general schema of CSLC and its application by investigating and comparing CSLC in different universities of the world. 36 A Comparative Study Of Students Information About Libraries In Three Schools Of Nursing, Rehabilitation And Health In 1998 Pourmomeny Abbas Ali Aslani Malayeri Mohsen 1 6 2001 1 3 16 20 06 09 2006 15 06 2001 Background. The amount and variety of today’s scientific information is so extensive which utilizing the necessary information is only possible by scientifically organizing and categorizing it. So, the users must learn how to utilize these information sources by proper education. This study attempts to compare the students information about libraries in three schools of Health, Nursing and Rehabilitation. Methods. In a descriptive-analytic survey, 148 students of nursing, 152 students of rehabilitation and 160 students of health were chosen randomly. Then their knowledge about libraries was assessed through a specific questionnaire, and the results were finally compared. Results. The comparision between mean of the scores of students in first and second year of college in all 3 schools showd a significant eifference while the difference between the mean of the scores of students in third and fourth year of college was not significant (P<0/05). 45% of the total students had poor, 30% moderate, 23% good and only 1.2% excellent knowledge about the libraries. 71% of the students referred to the libraries more than three times a month. 45% of nursing students, 38% of rehabilitation students and 18% of health students did not refer to the specialized journals. Conclusion. Considering that 75% of the students of these three schools had a limited knowledge about the libraries and they just referred to these centers three times a month, arises this question that how these students benefit from different sources of information in the libraries. 35 Holistic View in Medicine Emami Sayed Mohammad Hassan Pezeshki Mohammad Zakaria 1 6 2001 1 3 7 15 06 09 2006 Modern medicine was born in modernism period around two centuries ago with materialistic view in general and pure biologic approach to health and disease. This new kind of approach was based on the wide spread philosophic view of that era especially the hypotheses of Claude Bernard. As our understanding of human biology has tremendously progressed, and the emergence of postmodernism era has occurred, deficiencies of pure biologic approach in solving human problems concerning health and disease are becoming more evident. Numerous scientific researches on one hand and return of societies to humanistic values on the other hand have opened new horizons in therapeutic endeavors. Alternative medicine has been growing continuously, and pure biologic approach has been replaced by the new holistic approach. In this philosophy, human being is regarded from its biologic, psychologic, social, mental and spiritual dimensions and his interaction with the world of creation as his living environment has been taken into consideration. In this review we tried to discuss concepts, history and principles of this view. 254 Puberty Health Education in Iranian Teenagers: Self - Learning or Lecture and Discussion Panel ? Mohammadzadeh Zahra Allame Zahra Shahroki S Oriezi Hamidreza Marasi Mohammad reza 1 6 2001 1 3 3 6 06 03 2007 15 06 2001 Background. Teenagers, a huge age group in developing countries, face a period with many physical, mental and social problems. Appropriate health education concerning their periodic development is of importance in community health services. The present study performed a comparative assessment of subjects’ knowledge, attitude and practice, concerning puberty health programs. Method. In an interventional study, 350 girl students aged between 12 and 14 were randomly selected through a two-phase sampling and divided into two parallel groups. Their knowledge, attitude and practice concerning puberty health were measured by a questionnaire for each subject. Then, one group was trained through a self - learning pamphlet and another participated in a discussion panel and some lectures about puberty health. Mean scores were obtained by a test and compared between groups as well as in pre- and post intervention using student t-test and paired t-test. Results. Both groups were similar in scores before intervention. After intervention, mean score for knowledge significantly increased in both groups (P<0.001). In the self-learner group, mean scores for attitude were not significantly different after education (p=0.16 & 0.056, respectively) but in the other group, they were statistically remarkable (p<0.001& p=0.0001, respectively). The comparison of scores obtained in two groups showed significant increases in knowledge and practice levels through discussion panel (p<0.001) but no significant difference was observed concerning attitude (p=0.84). Conclusion. Discussion panel is more effective than self-learning despite traditional and cultural obstacles in puberty health education for Iranian teenage girls.