2024-03-29T14:37:53+03:30 http://ijme.mui.ac.ir/browse.php?mag_id=47&slc_lang=fa&sid=1
47-1942 2024-03-29 10.1002
Iranian Journal of Medical Education Iranian Journal of Medical Education 1608-9359 1735-8892 10.48305 2012 12 8 Academic Achievement and Emotional Intelligence among Undergraduate Nursing Students of Isfahan University of Medical Sciences shayesteh salehi h.salehi@khuisf.ac.ir faraiba taleghani taleghani@nm.mui.ac.ir parastoo afghari Parastoo_afghari@yahoo.com mohammad hassan moghadasi moghadasi@nm.mui.ac.ir Introduction: The concept of emotional intelligence and its effect on critical thinking and educational, professional, and health issues have come into interest. On the other hand, based on studies conducted in this regard, emotional intelligence is found to be positively associated with positive attitudes, better adaptation, improvement in relationship with others and better awareness of positive values. Accordingly, this study was performed to Comparison of academic achievement and emotional intelligence among nursing students of Isfahan University of Medical Sciences. Methods: This analytic sectional descriptive study was conducted in year 2009 in Isfahan University of Medical Sciences. Study population included all nursing students of sixth semester (both day and night students and N=100). The emotional intelligence questionnaire by Bar et al was used to determine the level of emotional intelligence among the students. Students’ academic achievement was derived based on their scores on previous final examinations recoded by nursing faculty’s chancellery of education. Data was analyzed using descriptive statistics (mean and standard deviation) as well as inferential statistics (ANOVA and t test). Results: The mean of total academic achievement score was 15.6±2.92 the mean of academic achievement in theoretical lessons was 15.2±3.4 the mean score of academic achievement in clinical lessons was 17.39±1.75 and mean score of emotional intelligence was 337±35.73 for these students. The highest score belonged to responsibility factor (25.95±2.84) and the lowest was associated with tension control (19.74±3.44). ANOVA showed that there is a statistically significant difference between mean of emotional intelligence factors and academic achievement means in the theoretical lessons (p=0.02 and f=2.049) as well as the total mean score of academic achievement (p=0.015 and f=2.153). Conclusion: A significant difference was observed between mean score of emotional intelligence and total mean score of academic achievement as well as mean score of academic achievement in theoretical lessons. The majority of studies in this field have approved the relationship between emotional intelligence and professional success. Therefore, recommendations have been proposed for improvement of emotional intelligence, application of findings, and further studies. Emotional Intelligence nursing students academic achievement theoretical courses and practical courses. 2012 11 01 629 637 http://ijme.mui.ac.ir/article-1-1942-en.pdf
47-1960 2024-03-29 10.1002
Iranian Journal of Medical Education Iranian Journal of Medical Education 1608-9359 1735-8892 10.48305 2012 12 8 Advantages and Disadvantages of Blended Teaching Method of Online and Face to Face for Practical Course of Hematology the Viewpoints of Laboratory Sciences Students in Mashhad University of Medical Sciences in 2011 Lida Manavifar manavifarl@mums.ac.ir Jamshid Jamali jamalij2@mums.ac.ir Introduction: Despite evidences revealing the development of electronic education in Mashhad University of Medical Sciences, there is not much information about productivity and probable challenges in virtual (online) education. This study investigates the viewpoints of bachelor science students toward advantages and disadvantages of blended online with face to face education method. Methods: This quasi-experimental study was conducted on second semester students of laboratory sciences in 2010-2011 academic years. Seventy students from school of allied health were selected through purposeful sampling method. Firstly an under web practical hematology course was designed in 22 chapters. At the beginning of the course, students were taught about how to get registered in online education system, how to submit for courses, and how to watch lesson plan and content. They were also explained about the advantages of online learning. Students were obliged to check theoretical and practical discussions before attending in class. Four oral examinations were held during the course. After 15 sessions, data was collected using a questionnaire made by researcher and analyzed using descriptive statistics and t-test. Results: Total mean scores of students’ viewpoints toward advantages and disadvantages of blended teaching method was 3.33±1.11 and 3.73± 0.84 (out of 5) respectively. 93.2% of students were able to access online education website and the practical hematology course and 80.9% of learners confirmed the efficacy of blended online and face to face method for learning practical hematology. The mean score of students’ viewpoints toward disadvantages of blended method was higher among students having personal accommodation (3.96±0.82) compared to those living in dormitory rooms (3.47±0.80 and t=2.04 and p=0.047). Conclusion: Although most of students believed in efficacy of blended method, but didn’t refer to the website. This study explored some challenges in productivity and efficacy of online education among BSc students. Finally, our electronic education systems must study the ways to establish an appropriate relationship between students and faculties with suppliers of electronic services. Electronic education systems Blended education Bachelor science students Practical courses Hematology. 2012 11 01 619 628 http://ijme.mui.ac.ir/article-1-1960-en.pdf
47-1934 2024-03-29 10.1002
Iranian Journal of Medical Education Iranian Journal of Medical Education 1608-9359 1735-8892 10.48305 2012 12 8 A survey on Paramedical and health students\' satisfaction with their discipline and some of the related factors Naser Behnampour behnampour@yahoo.com Hashem Heshmati heshmati3369@yahoo.com Sajad Rahimi sajadrahimi-p@yahoo.com 2012 11 01 616 618 http://ijme.mui.ac.ir/article-1-1934-en.pdf
47-2053 2024-03-29 10.1002
Iranian Journal of Medical Education Iranian Journal of Medical Education 1608-9359 1735-8892 10.48305 2012 12 8 Comparing The Effect of Peer Education To Health Care Personnel’s on Knowledge of Breast Self-Examination and The Obstacles among Undergraduate Students of Shiraz University of Medical Sciences Mahdye Zangiabadizade mahdie_zangiabadi@yahoo.com Introduction: Breast self-examination is the only way in access for early diagnosis and control of breast cancer in its primary levels although most women do not perform this examination regularly. This study was performed To compare The effect of education by peers tot hat of health care personnel on knowledge and obstacles of performing breast self-examination among undergraduate students. Methods: In this quasi-experimental study, 112 students of Shiraz University of Medical Sciences were selected randomly and allocated in to two groups. A pre-test and two post-tests were taken from them. Data gathering tool was a questionnaire made by researcher including general information and demographic data of modules under investigation, know ledge assessment test, and the test of obstacles to perform breast self-examination. Two to three subjects were selected as peer instructors in peer education group andthenTrained. Students of two groups were educated by peers and personnel of health group independently. The first post-test was held after the sessions were held and the second was held after 6 weeks. Data was analyzed using statistical tests of chi2, paired-test, independent t-test, and Repeated Measures ANOVA. Results: The mean scores of breast self-examinations knowledge immediately after education in peer education group was 18/05±1/25 and in personnel of health group was 16/9± 2/1. There was a significant difference between two groups (P=0.002, t=3.27). The mean scores of breast self-examinations knowledge six months after education in peer education group was 16/6±1/75 and in personnel of health group was 16/9±2/1. There was a significant difference between two groups (p=./0004,t=2/90). The mean scores for alterations in anxiety, mentality, and knowledgeable factors in peer education group were higher Than that of health care personnel group, immediately after education. This significant difference was also applicable about knowledge. Conclusion: Since the efficacy of training breast self-examination by peers is higher than the education by health care personnel, it is recommended to employ this educational method more Than before especially in youth Trainings. Education breast self-examination obstacles peers health care personnel. 2012 11 01 607 615 http://ijme.mui.ac.ir/article-1-2053-en.pdf
47-1994 2024-03-29 10.1002
Iranian Journal of Medical Education Iranian Journal of Medical Education 1608-9359 1735-8892 10.48305 2012 12 8 The Effects of Social Networks on Academic Achievement of Students, a Study in Birjand University of Medical Sciences Seyed Alireza Javadinia sar.javadinia@bums.ac.ir Morteza Erfanian dmorteza404@yahoo.com Mohammadreza Abedini mohrabe@yahoo.com Bita Bijari bitabijari@bums.ac.ir Introduction: Considering the increasing growth of Social Networking Services (SNS) and its effects on different aspects of users’ lives, this study was performed to investigate the effects of social networking sites on academic achievement of students in Birjand University of Medical Sciences. Methods: This case-control study was performed in year 2011 on a population of Birjand University of Medical Sciences students (n=210). Using a questionnaire, membership in SNS, estimated hours of working with SNS, sign up date, and the reason for using these networks were investigated and compared among two groups of students having grade point average (GPA) of 16 or higher (control group) and lower than sixteen (case group). Data was analyzed using independent t-test, chi2 and odd ratio. Results: Thirty five percent of participants in control group and 53.3% of participants in case group were registered in these networks (OR=2.2). The average time spent in social networks in case and control group was respectively 0.9±1.73 and 0.44±1.4 hours per day which showed a significant difference (p=0.046, t= 2.02. The date of sign up was the first term (57.9%) in case group and before entering the university in the control group (47.1%). Conclusion: The result of this study showed that students with lower GPA and weaker academic performance use SNS more than other students enjoying higher GPA and academic performance. So it is recommended to inform students as they enter the university about the effects of virtual social networks. Virtual social network academic performance students 2012 11 01 598 606 http://ijme.mui.ac.ir/article-1-1994-en.pdf
47-2108 2024-03-29 10.1002
Iranian Journal of Medical Education Iranian Journal of Medical Education 1608-9359 1735-8892 10.48305 2012 12 8 Investigation of Faculties’ Knowledge and Application of Teaching Methods in Tehran University of Medical Sciences Mansour Razavi razavy@tums.ac.ir Ghani Mohammadi gh_mohammadi_45@yahoo.com Soheila Dabiran Dabirans@tums.ac.ir Introduction: In order to familiarize faculty members of medical sciences with teaching methods and techniques, a number of teaching method workshops are being held at Tehran University of Medical Sciences in which about 40 teaching methods are taught to faculty members. This study investigates the faculty memebres’ knowledge and application of these methods that were instructed to them from year 2003 to 2011 in Tehran University of Medical Sciences. Methods: This descriptive cross-sectional study was performed on faculty members of Tehran University of Medical Sciences who participated in teaching methods workshops. Using stratified sampling method, 205 of these faculty members were selected. Data gathering tool was a valid and reliable questionnaire made by researcher which evaluated knowledge level of members about those 40 trained methods. Data was analyzed using descriptive and inferential statistics (mean and analysis of variance). Results: The furthermost rate of knowledge and application of methods by members were belonged to lecture method (mean and SD= 8.55±1.15) and the lowermost of them matched to telepraxis method (mean and SD= 0.75±1.07). 155 faculties (75.6%) were satisfied with workshops. Moreover, speech was the most widely used technique (more than 90%). Programmed lecture was the most appropriate method from the viewpoints of participants. At last, 155 of participants (75.6%) were satisfied with workshops. Conclusion: Despite the efforts of universuty in training new methods over past 10 years, faculty members showed more interest to use traditional methods. Teaching methods and techniques medical sciences knowledge application affecting factors. 2012 11 01 589 597 http://ijme.mui.ac.ir/article-1-2108-en.pdf
47-2170 2024-03-29 10.1002
Iranian Journal of Medical Education Iranian Journal of Medical Education 1608-9359 1735-8892 10.48305 2012 12 8 Prevalent Learning Styles among Nursing and Midwifery Students and its Association with Functionality of Thinking styles and Academic Achievement a Study in Mashhad School of Nursing and Midwifery MohammadReza Ahanchian ahanchi8@um.ac.ir Aazam Mohamadzadeghasr azam_mohamadzade@yahoo.com Hoshang Garavand hoshanggaravand@gmail.com Aliakbar Hosseini h_seidali7@yahoo.com Introduction: One of the most important factors related with student's thinking style and academic achievement is learning styles. The purpose of this study is to determine the most current learning styles among students and its association with functionality of thinking style and academic achievement in school of nursing and midwifery of Mashhad. Methods: In a descriptive cross-sectional study, 214 students of nursing and midwifery school in Mashhad University of Medical Sciences (MUMS) were selected through stratified sampling method. Data gathering tools were Kolb’s learning styles questionnaire (LSI) and functions of thinking style questionnaire and the research method was descriptive correlational. Data was analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation coefficient, MANOVA, and x2). Results: Learning styles of majority of students in this study were absorbent. The results of X2 test showed that there were significant differences among the prevalent learning styles of total students (p= 0/000), but there was no significant difference between the prevalent learning style of male and female students (p= 0/14). In addition, the results of MANOVA indicated that there was no significant difference in academic achievement and functions of thinking style based on the student's learning style (p= 0/36). Conclusion: Considering the fact that learning styles appropriate with academic field could lead to students’ achievement and regarding that no significant difference was observed in academic achievement and functions of thinking style based on the student's learning style, it is recommended to educational administrators to take actions about enrichment of educational settings, teaching methods, and teacher evaluation. Learning styles thinking style function academic achievement students of nursing and midwifery. 2012 11 01 577 588 http://ijme.mui.ac.ir/article-1-2170-en.pdf
47-2268 2024-03-29 10.1002
Iranian Journal of Medical Education Iranian Journal of Medical Education 1608-9359 1735-8892 10.48305 2012 12 8 Compilation of Standards of Pediatric Educational Clinic in Esfahan University of Medical Sciences Atlas Chabavizadeh atchz2000@yahoo.com Alireza Yousefy aryousefy@edc.mui.ac.ir Tahereh Changiz changiz@edc.mui.ac.ir Behzad Shams shams@med.mui.ac.ir Introduction: In resent decades, educational clinics(Ambulatory settings), have become as fundamental and essential parts of medical education. In order to guaranty and promote the quality of education in pediatric clinics, the need to specified and established criteria is more noticeable than before. Since no compiled standard has been developed in this regard. Accordingly, this research is performed to develop standards for pediatric educational clinics(Ambulatory settings) in Esfahan University of Medical Sciences. Methods: This descriptive research was performed during the years 2010 to 2012 in three phases. Literature review was the first of these steps in which articles, documents, and related studies were read. The outcome of this step was assortment of primary list of standards. This list was edited by a focus group comprising pediatrists and medical education specialists in the second step. In third step, the edited list in form of a questionnaire was utilized to ask the opinions of faculty members, residents and recently graduated pediatricians (who were accessible). The results were analyzed by descriptive statistics methods. Results: Twenty four standards in for domains including scopes, facilities, teaching and learning procedure, and management were proposed as document of final standards. Conclusion: Majority of standards were placed in ‘must’ position. It seems that other standards were not tagged as “must”s because of limitation of facilities and the need of more time to prepare appropriate schematization for fulfillment of these plans. Standard educational clinic pediatrics. 2012 11 01 564 576 http://ijme.mui.ac.ir/article-1-2268-en.pdf
47-1786 2024-03-29 10.1002
Iranian Journal of Medical Education Iranian Journal of Medical Education 1608-9359 1735-8892 10.48305 2012 12 8 The Relationship between Spiritual Intelligence / Quotient (SQ) and Teaching Competency in Medical Faculty Members Hossein karimi mounaghi karimih2001@yahoo.com maryam akbari lakeh akbarim881@mums.ac.ir abbas makarem makarema@mums.ac.ir habib allah esmaieli esmailyh@mums.ac.ir mahdi ebrahimi ebrahimih@mums.ac.ir ahmad ashoori ashouri@tu.ac.ir Introduction: Finding and applying all factors affecting the teachers’ ability, is the key to improving the quality of higher education. Recently, promotion of SQ has been introduced as a factor in improving the quality of performance in employees. Therefore, in order to investigate this issue more carefully, this study basically aimed to determine the relationship between SQ and teaching competency in Mashhad medical faculty members. Methods: This research is a descriptive, cross-sectional study on 160 medical faculty members as subjects (32 basic science faculty members, 128 clinical science faculty members) using stratified random sampling in medical faculty. King’s SQ questionnaire and teaching competency self-assessment instrument of Alabama University were used. The data were analyzed using descriptive statistics and analytical tests such as spearman correlation, T student, two- way ANOVA, Mann-Withney, Kruskal-wallis, Friedman, and Chi-square. Results: The mean score of SQ was 63.0±1.2, which was moderate the median score of teaching competency was 92.0 with the minimum score of 39.0 and maximum score of 112.0 There was a significant correlation (p<0.001) between SQ and teaching competency (rs=0.31). Conclusion: Faculty members’ spiritual intelligence was assessed moderately. There is a positive relationship between spiritual intelligence and teaching competency more studies exploring the nature of this relationship are suggested. Also further studies are needed to be done on factors that affecting SQ and teaching competency. Spiritual Intelligence Teaching Competency Faculty Development 2012 11 01 554 563 http://ijme.mui.ac.ir/article-1-1786-en.pdf