2024-03-29T14:49:56+03:30
http://ijme.mui.ac.ir/browse.php?mag_id=78&slc_lang=fa&sid=1
78-3862
2024-03-29
10.1002
Iranian Journal of Medical Education
Iranian Journal of Medical Education
1608-9359
1735-8892
10.48305
2015
15
Title: Critical Appraisal: mechanisms for promoting mentorship program: a qualitative study
Fereshteh
Araghiyan Mojarad
fereshteharaghian@yahoo.com
Hamid
Salehi nia
alesaleh70@yahoo.com
Leila
Jooybari
Akram
Sanagoo
a_sanagu@yahoo.com
2015
4
01
281
285
http://ijme.mui.ac.ir/article-1-3862-en.pdf
78-3854
2024-03-29
10.1002
Iranian Journal of Medical Education
Iranian Journal of Medical Education
1608-9359
1735-8892
10.48305
2015
15
The importance of teacher evaluation at students\' perspective, a forgotten necessarily
Seyed Alireza
Javadinia
javadinia.alireza@yahoo.com
2015
4
01
277
280
http://ijme.mui.ac.ir/article-1-3854-en.pdf
78-3391
2024-03-29
10.1002
Iranian Journal of Medical Education
Iranian Journal of Medical Education
1608-9359
1735-8892
10.48305
2015
15
Effects of Formative Assessment on Medical Students’ Learning Outcomes in Anatomy and Histology Courses in Isfahan University of Medical Sciences
Roshanak
Abutorabi
abutorabi@med.mui.ac.ir
Batool
Hashemi beni
hashemibeni@med.mui.ac.ir
Marzieh
Asgari moqadaam
masgarimoqadaam@yahoo.com
Abbas
Qari alavijeh
abbasqari@yahoo.com
Introduction: Research has shown that formative assessment along with summative assessment improves quality of education, motivation to study, and self-directed learning among students. This study aimed to examine the effects of formative assessment as well as summative assessment on medical students’ learning outcomes in anatomy and histology courses in Isfahan University of Medical Sciences.
Methods: In this quasi-experimental study all medical students who took anatomy and histology courses in 2012 (control group) and 2013 (experimental group) were selected through available sampling. The formative assessment was used as an educational intervention along with the summative assessment. The number of anatomy students was 54 in the experimental group and 64 in the control group. The number of histology students was 60 in both the experimental and control groups. Data were analyzed by means of descriptive and inferential statistics (independent t test).
Results: The mean scores of the anatomy course tests were 11.89±2.01 in the experimental group and 13. 32±2.73 in the control group which indicated a significant difference in these groups (p=0.012, t=2.605). The mean scores of the histology course tests were 13.50±2.27 in the experimental group and 13.82±2.58 in the control group which showed no significant difference between mean scores of the two groups (p=0.447, t=0.765).
Conclusion: Not only did the use of formative assessment in the form of multiple-choice tests not enhance students’ scores as an indication of their learning, it also significantly reduced students’ scores and learning in the anatomy course.
Summative assessment
formative assessment
teaching-learning
basic sciences education
anatomy
histology.
2015
4
01
269
276
http://ijme.mui.ac.ir/article-1-3391-en.pdf
78-3840
2024-03-29
10.1002
Iranian Journal of Medical Education
Iranian Journal of Medical Education
1608-9359
1735-8892
10.48305
2015
15
Common problems in writing references of articles that submitted to Iranian Journal of Medical Education
Habibollah
Rezaei
rezaie.habib1@gmail.com
Azadeh
Davaripour
azadeh_d_p@yahoo.com
2015
4
01
266
268
http://ijme.mui.ac.ir/article-1-3840-en.pdf
78-3780
2024-03-29
10.1002
Iranian Journal of Medical Education
Iranian Journal of Medical Education
1608-9359
1735-8892
10.48305
2015
15
Linear regression, the normal distribution of error values or normal distribution of the dependent variable?
Reza
Behnam far
Azam
Rasti
2015
4
01
263
265
http://ijme.mui.ac.ir/article-1-3780-en.pdf
78-3673
2024-03-29
10.1002
Iranian Journal of Medical Education
Iranian Journal of Medical Education
1608-9359
1735-8892
10.48305
2015
15
Quality Assessment of Educational Services in Nursing and Midwifery School of Kerman Based on SERVQUAL Model
Maryam
Khandan
: m_khandan49@yahoo.com
Esmat
Nouhi
:E_noohi@kmu.ac.ir
Sakine
Sabzevari
s_sabzvari@kmu.ac.ir
Introduction: One of the most important factors in the success and survival of the higher education system is attention to the quality of provided services. Therefore, the aim of this study was to evaluate the quality of educational services in the Razi faculty of nursing and midwifery of Kerman based on SERVQUAL model in 2014. Methods: In this descriptive-analytical study, 150 students of the faculty of nursing and midwifery were selected by simple random sampling method. The data collection tool was SERVQUAL standard questionnaire which included three parts of demographic information and 28 pairs of items measuring current and desired status of service quality. The mean difference between the current and desired status was calculated as service gap. The collected data were analyzed using descriptive and inferential statistics (paired t-test, independent t-test, Kruskal-Wallis, and ANOVA). Results: The results showed that a negative gap existed in all dimensions of the service quality with the maximum gap being in the physical and accountability dimensions (-1.7) and the minimum gap in the reliability dimension (-0.6). There was no statistically significant difference between the gap in quality of educational services in the five dimensions and gender and educational level this difference was only significant between the gap in quality of educational services in the five dimensions and field of study (p< 0.05). Conclusion: Given the negative gaps in the five dimensions of service quality and greater gaps in physical and accountability dimensions, it is recommended that resources be allocated by appropriate planning and prioritization and also training courses be offered for staff and faculty members about effective methods of presenting educational services and effective communication with students.
Educational Service Quality
SERVQUAL Model
nursing students
midwifery students
2015
4
01
251
262
http://ijme.mui.ac.ir/article-1-3673-en.pdf
78-3220
2024-03-29
10.1002
Iranian Journal of Medical Education
Iranian Journal of Medical Education
1608-9359
1735-8892
10.48305
2015
15
The Relationship between Justice Perception of Performance Appraisal System and Organizational Citizenship Behavior and Organizational Commitment among Nurses
Mohammad Hossien
Abbasnezhad
abbasnezhad.m.h@gmail.com
Ali
mahdad
amahdad@khuisf.ac.ir
Mohammad
Asadpour
asadpoor1@yahoo.com
Introduction: Employee justice perception of performance appraisal system is an important prerequisite to its success and effectiveness. This study aimed to investigate the relationship between justice perception (configural, systemic, informational, and interpersonal) of performance appraisal system with organizational commitment and organizational citizenship behavior. Methods: This research was a descriptive-correlational study. The population consisted of all male and female nurses (600) in hospitals of Rafsanjan City in 2013. Research sample included 253 nurses who were selected through simple random sampling and based on Jolly and Mitchell’s sample size table. Data collection tools were Thurston’s justice perception of performance appraisal system, Allen & Meyer’s organizational commitment questionnaire, and Lee and Allen’s organizational citizenship behavior questionnaire. Data were analyzed using Pearson correlation and regression analysis. Results: There was a positive significant relationship between components of justice perception of performance appraisal system and dimensions of organizational commitment (p≤0.01). There was also a positive significant relationship between configural, systemic and informational justice perception of performance appraisal system and organization-oriented organizational citizenship behavior (p≤0.01). Among the components of justice perception of performance appraisal system, informational justice perception was only able to predict affective commitment configural justice perception was able to predict continuous commitment and informational and configural justice perception was able to predict normative commitment. Conclusion: Since justice perception of performance appraisal system is of great importance among nurses and can affect their attitudes (including organizational commitment) and behaviors (including citizenship behavior), it is recommended to prioritize justice in performance appraisal system for nursing staff.
justice perception
performance appraisal
organizational commitment
organizational citizenship behavior
2015
4
01
240
250
http://ijme.mui.ac.ir/article-1-3220-en.pdf
78-3636
2024-03-29
10.1002
Iranian Journal of Medical Education
Iranian Journal of Medical Education
1608-9359
1735-8892
10.48305
2015
15
Appropriate Strategies to Empower Faculty Members of Medicine in Education: Viewpoints of Faculty Members of Mashhad School of Medicine
Hossein
Karimi Moonaghi
karimih@mums.ac.ir
Firozeh
Majidi
Abbas
Makarem
Ali
Emadzadeh
majidif@skums.ac.ir
Ali
Shoeibi
shoeibia@mums.ac.ir
Introduction: Understanding the process of empowerment and promoting universities’ capabilities to create an empowered atmosphere are factors affecting functions of education which require identification of the strategies and effective factors in faculty members’ empowerment. The present study was conducted to identify and determine the most appropriate strategies of educational empowerment for faculty members of medicine from the viewpoints of faculty members of Mashhad School of Medicine. Methods: This descriptive cross-sectional study was conducted in 2012 in Mashhad School of Medicine. Initially, a list of appropriate strategies to empower faculty members was extracted from reviewing documents, literature, and experts’ opinions then, a researcher-made questionnaire was developed based on the list, and after verifying the content validity and reliability by means of test-retest (correlation coefficient at 0.87), was distributed among 96 faculty members (20 faculty members of basic sciences, 76 clinical faculty members) who were selected through stratified random sampling. Each strategy was evaluated as appropriate (3), rather appropriate (2) or inappropriate (1). Data were analyzed using descriptive and inferential statistics (Mann-Whitney and Kruskal-Wallis). Results: The strategies of workshops, observation of the best performance, short-term training courses and fellowship were the most appropriate strategies with means of 2.33, 2.42, 2.51, and 2.59, respectively while monitoring professors’ performance was identified as an inappropriate strategy. Results showed that the strategies of workshops, short-term training courses and fellowship were correlated with the age of faculty members (p<0.05). No significant correlation was found between the strategy of observation of the best performance and faculty members’ age and also between the most appropriate educational empowerment strategies and other individual characteristics of faculty members (gender, type of faculty member, academic ranking, academic degree, type of employment and working experience) (p>0.05). Conclusion: The findings of this study could be helpful for managers, instructors and planners of empowerment courses for faculty members.
Empowerment
faculty members
medicine
strategies.
2015
4
01
227
239
http://ijme.mui.ac.ir/article-1-3636-en.pdf
78-3279
2024-03-29
10.1002
Iranian Journal of Medical Education
Iranian Journal of Medical Education
1608-9359
1735-8892
10.48305
2015
15
The Role of Self-Directed Learning Readiness and Critical Thinking Disposition in Students’ Interaction in Blended Learning Environment
Ali akbar
Ajam
aliakbarajam1387@gmail.com
Introduction: Since electronic interaction of students in teaching-learning process in blended learning as well as identification of factors influencing it are essential, this study aimed to investigate the role of self-directed learning readiness and critical thinking disposition in Nursing and Midwifery students’ interaction in blended learning environment. Methods: This descriptive study was performed on all undergraduate students studying at Nursing and Midwifery school of Mashhad University of Medical Sciences (764 students) in 2013-2014 academic years. The sample included 260 subjects who were selected through stratified sampling method using Krejcie and Morgan’s table. The data were collected through Fisher’s Self-Directed Learning Readiness Scale, Ricketts' critical thinking disposition questionnaire, and a questionnaire regarding students’ attitudes toward interactions in blended learning environment. The collected data were analyzed using MANOVA and hierarchical multiple regression. Results: Most students strongly agreed with interaction in blended learning environment (92 percent). A significant difference was found among different aspects of males and females’ self-directed learning readiness (f=15.57 and p<0.01). Self-control, self-management, willingness to learn from self-directed learning levels, and innovation out of critical thinking disposition components were variables that predicted students’ attitudes toward the interaction in blended learning environment (f=24.5 and p<0.01). Conclusion: This study showed that students had a positive attitude toward the interaction in blended learning environment. Therefore, it is recommended to focus on and use the blended learning approach in the current educational system.
Self-Directed Learning Readiness
Critical Thinking Disposition
Blended Learning
2015
4
01
215
226
http://ijme.mui.ac.ir/article-1-3279-en.pdf
78-3488
2024-03-29
10.1002
Iranian Journal of Medical Education
Iranian Journal of Medical Education
1608-9359
1735-8892
10.48305
2015
15
Interns’ Change Readiness in Terms of Self-assessment of Clinical Competency in Mashhad University of Medical Sciences
Ali
Emadzadeh
EmadzadeA@mums.ac.ir
Somayeh
Alizadeh
alizadehs2014@gmail.com
Hossein
Karimi mooneghi
KarimiH@mums.ac.ir
Lida
Jarahi
jarahil@mums.ac.ir
Introduction: The ability to perform a self-assessment as a critical competency of professionalism is considered essential for medical students at the Medical Education Accreditation Council. In this study, interns’ status of readiness to change was investigated in terms of self-assessment of clinical competency in Mashhad University of Medical Sciences using construct of the stages of change of trans-theoretical model. Methods: In this descriptive study 127 interns were selected through Morgan table based on convenient sampling in Mashhad University of Medical Sciences in 2013-2014 academic years. The data was collected through a researcher-made questionnaire consisted of three sections: demographic information, background information and questions about the construct of the stages of change. After verifying the validity and reliability, questionnaires were completed through self-administration method. One-way ANOVA, T-test, Kruskal-Wallis and Spearman correlation coefficient were used to analyze the data. Results: More than half of the students (70.48%) were at the early stages of pre-contemplation and contemplation in the Trans-theoretical Model. A Bout (4/9%) of them had passed the pre-contemplation and contemplation and assessed their own clinical competency. Also 15.57% of the students were at the stage that self-assessment of clinical competency was part of their behavior. Conclusion: Results show that most medical students do not assess their clinical performance despite the fact that self-assessment and identification of educational needs are necessary for lifelong learning. It is recommended that self-assessment be used along with other assessment methods.
Self-assessment
trans-theoretical model
stages of change
clinical competency
medical interns
2015
4
01
205
214
http://ijme.mui.ac.ir/article-1-3488-en.pdf
78-3683
2024-03-29
10.1002
Iranian Journal of Medical Education
Iranian Journal of Medical Education
1608-9359
1735-8892
10.48305
2015
15
Classroom management Techniques: Tips for managing classroom
Habibolah
Rezaei
rezaie.habib@yahoo.com
Fariba
Haghani
haghani@edc.mui.ac.ir
Introduction: Classroom management includes teacher’s actions to discipline, motivate and engage learners in learning process. If the instructor could not manage the class using classroom management techniques, his or her teaching process would not go well. The aim of this study was to review classroom management techniques. Methods: The databases of SID, Iranmedex, Irondoc, Magiran, Pubmed, Eric and Google Scholar were searched through from 1986 to 2014 using key words such as classroom management, discipline, motivation and classroom rules. Results: Classroom management techniques were classified in four categories: content management and presentation (teaching techniques, making learners focus, mastery of the subject, and conveying concepts), rule management (determining rules with the help of learners, time of determining rules, rule implementation, and violation consequences), equity and motivation management (equal treatment of individual learners, fair evaluation, and the role of equity in success and motivation), and relation management (identifying interests and talents of learners and effective and mutual instructor-learner communication). Conclusion: According to the reviewed results, one of the most important classroom management techniques is to determine and implement classroom rules with the help of learners. It is recommended that teachers develop classroom rules in the first session about using phone, class attendance, active participation, and tardiness with the help of learners.
Classroom management
learning theories
motivation
discipline
classroom rules.
2015
4
01
192
204
http://ijme.mui.ac.ir/article-1-3683-en.pdf
78-3792
2024-03-29
10.1002
Iranian Journal of Medical Education
Iranian Journal of Medical Education
1608-9359
1735-8892
10.48305
2015
15
letter to editor
Mehdi
Nematbakhsh
nematbakhsh@med.mui.ac.ir
2015
4
01
189
191
http://ijme.mui.ac.ir/article-1-3792-en.pdf
78-3231
2024-03-29
10.1002
Iranian Journal of Medical Education
Iranian Journal of Medical Education
1608-9359
1735-8892
10.48305
2015
15
Educational Needs of Executive Managers in Subsidiaries of Isfahan University of Medical Sciences regarding Administrative Rules and Regulation
Alireza
Yousefy
aryousefy@edc.mui.ac.ir
Saeid
Vali
saeid.vali@gmail.com
Introduction: Rule-based and discipline-oriented action is essential for dynamism and coordination of organizations. To achieve this, managers need to be familiar with organizational rules and regulations. This study aimed to assess the educational needs regarding administrative rules and regulations among faculty deans and healthcare network managers of Isfahan University of Medical Sciences and to provide an educational package accordingly. Methods: This cross-sectional, descriptive study was performed in 2012. The study population consisted of faculty deans and healthcare network managers of Isfahan University of Medical Sciences (dean of university, heads and deputies of faculties, hospitals, and health networks) who were selected by census method. Data collection tool was a valid and reliable researcher-made questionnaire. Data were analyzed using descriptive statistics, independent t-test and ANOVA. Results: The mean and standard deviation score of the whole questionnaire was 4.01 out of 5. The lowest mean score (3.44) was related to “knowledge of an article in the Act of Administrative Justice related to failure to offer documents to President of the Court of Administrative Justice or the branches of the Court” and the highest mean score (4.01) was related to “knowledge of administrative violations recognized in the article 8 of Administrative Violations Code of State Staff”. Findings showed that educational needs of faculty deans and healthcare network managers were highly critical in terms of the rules and regulations. No significant difference was found in terms of gender and education. The final outcome of the present research was separate educational packages for each area of expertise. Conclusion: Given the necessity of coordinated and rule-governed organizational initiations, embedding relevant rules and regulations in educational programs seems essential.
Educational needs
managers
university of medical sciences
administrative rules and regulations.
2015
4
01
181
188
http://ijme.mui.ac.ir/article-1-3231-en.pdf
78-3589
2024-03-29
10.1002
Iranian Journal of Medical Education
Iranian Journal of Medical Education
1608-9359
1735-8892
10.48305
2015
15
Midwifery Students’ Satisfaction with Logbook as a Clinical Evaluation Tool in Shiraz University of Medical Sciences
Marzieh
Asadi lari
asadilarim@sums.ac.ir
Zeinab
Moshfeghy
zmoshfeghy1385@yahoo.com
Marzieh
Shahpari
Marzieshahpari@yahoo.com
Ferdos
Mohammad alian
Fsmdan1393@gmail.com
Introduction: Logbook is one of the common methods for evaluation of clinical skills of medical students. This method has been used in recent years in Shiraz University of Medical Sciences for clinical evaluation of midwifery students. Therefore, this study aimed to determine the level of students’ satisfaction with this method.
Methods: This descriptive cross-sectional study was performed in 2014 in Shiraz University of Medical Sciences and 52 students of midwifery who attended "Medical-Surgical" (MS) and "Gynecology" (Gyn) practicums were selected by convenience sampling. Data were collected using a valid and reliable researcher-made questionnaire. It consisted of 23 items and measured nine domains with a five-point Likert scale. Data were analyzed by means of descriptive statistics, ANOVA and post hoc tests.
Results: The mean of midwifery students’ satisfaction with the logbook was 48.51±15.02 in MS practicum and 48.81±16.94 in Gyn practicum. In the MS practicum, the highest satisfaction score was related to the domain of “being stressful” (59.61±26.11) and the lowest score was related to “being fair” (44.61±20.81). In the Gyn practicum, the highest satisfaction score was related to the domain of “conformity to educational goals” (57.30±19.71) and the lowest score was related to “interest in the logbook method” (43.46±20.72). In both practicums, the satisfaction level of last semester students was higher than that of other students.
Conclusion: Use of Logbook in the clinical evaluation of MS and Gyn practicums for midwifery students of Shiraz University of Medical Science, was accompanied by relative dissatisfaction. Therefore, revision and modification of the various aspects of the Logbook seem to be necessity in order to make students more satisfied.
Midwifery students
Log book
students\' satisfaction
clinical Evaluation.
2015
4
01
170
180
http://ijme.mui.ac.ir/article-1-3589-en.pdf
78-3624
2024-03-29
10.1002
Iranian Journal of Medical Education
Iranian Journal of Medical Education
1608-9359
1735-8892
10.48305
2015
15
Role of Procrastination and Motivational Self-Regulation in Predicting Students’ Academic Engagement
Moslem
Abbasi
moslem_abbasi83@yahoo.com
Shahriar
Dargahi
shahriardargahi@yahoo.com
Zabih
Pirani
zabih_pirani@yahoo.com
Farzaneh
Bonyadi
farzaneh_bonyadi@yahoo.com
Introduction: Students’ cognitive, behavioral and emotional engagement with the academic environment and field of study will guarantee their vitality and success in promoting educational goals. Therefore, the purpose of this research was to investigate the role of procrastination and motivational self-regulation in predicting students’ academic engagement.
Methods: This correlational study was performed on 311 students of faculty of medical sciences in Islamic Azad University of Arak in 2014-2015 academic years. The subjects were selected through Random and responded to procrastination, motivational self-regulation, and academic involvement questionnaires. Data were analyzed using descriptive and inferential statistics (Pearson correlation coefficient and regression analysis).
Results: Pearson correlation showed that there was a negative and significant relationship between procrastination and academic engagement (p<0.01). It also indicated a positive and significant relationship between motivational self-regulation and academic engagement (P<0.001). The results of the regression analysis showed that procrastination and motivational self-regulation could predict 22.3 percent of academic engagement variance.
Conclusion: Procrastination and motivational self-regulation can predict academic engagement of students. Since these two variables are correlated with Students’ enthusiasm to continue their studies, they must be taken into account and underscored for students’ academic achievement.
procrastination
motivational self-regulation
academic engagement
student
2015
4
01
160
169
http://ijme.mui.ac.ir/article-1-3624-en.pdf
78-3425
2024-03-29
10.1002
Iranian Journal of Medical Education
Iranian Journal of Medical Education
1608-9359
1735-8892
10.48305
2015
15
Heshmatolah
Heydari
Heshmatolahh@yaho.com
Shahin
raoufi
R822003@yahoo.com
Aziz
Kamran
a.kaamran@arums.ac.ir
2015
4
01
146
159
http://ijme.mui.ac.ir/article-1-3425-en.pdf
78-3247
2024-03-29
10.1002
Iranian Journal of Medical Education
Iranian Journal of Medical Education
1608-9359
1735-8892
10.48305
2015
15
Explanation of Entrepreneurial Capacity and Culture in Babol University of Medical Science through Fuzzy Analysis Method
hossein
samadi
hossein_samadi_m@yahoo.com
Samadi Miarkolaei
Hamzeh
hamzeh_samadi@yahoo.com)؛
Hasanali
Aghajani
aghajani@umz.ac.ir
Introduction: Science systems are changing worldwide in response to increasing social and economic needs for knowledge and technology. Entrepreneurial university theory is a model for explaining the new transformed face of universities. The main purpose of present study was to explain the entrepreneurial capacity and culture in Babol University of Medical Sciences through Fuzzy Analysis Method.
Methods: This was a descriptive study. The statistical population consisted of faculty members, university entrepreneurship specialists and administrators of Babol University of Medical Sciences in 2013. Gibb`s Entrepreneurial University questionnaire, after verifying its validity and reliability was used to collect data. The data were analyzed using fuzzy analysis method.
Results: The findings showed that the status of entrepreneurial culture and capacity in Babol University of Medical Sciences was inappropriate. This included vision, mission and strategy of university, governance and administration, structure and organizational design, multidisciplinary and transdisciplinary, leverage and employing various resources public values and stakeholders management alumni knowledge transfer Incubation center, venture funding in university spin-off companies, internationalization, and entrepreneurial education.
Conclusion: On the path toward becoming an entrepreneurial university, especially for universities of medical sciences, it is necessary that universities go through substantial changes in terms of structural, managerial, and cultural dimensions, and pave the way to serve new functions by developing necessary infrastructures.
Entrepreneurial culture
entrepreneurship
university
entrepreneurial capacity.
2015
4
01
134
145
http://ijme.mui.ac.ir/article-1-3247-en.pdf
78-3510
2024-03-29
10.1002
Iranian Journal of Medical Education
Iranian Journal of Medical Education
1608-9359
1735-8892
10.48305
2015
15
Letter to editor
Morteza
Arabzoozani
arab.hta@gmail.com
2015
4
01
129
133
http://ijme.mui.ac.ir/article-1-3510-en.pdf
78-3601
2024-03-29
10.1002
Iranian Journal of Medical Education
Iranian Journal of Medical Education
1608-9359
1735-8892
10.48305
2015
15
System based education in medical sciences: necessary but forgotten.
Hossein
Karimi Moonaghi
karimih@mums.ac.ir
Tayebe
Pourghaznein
pourghazneint@mums.ac.ir
2015
4
01
126
128
http://ijme.mui.ac.ir/article-1-3601-en.pdf
78-3675
2024-03-29
10.1002
Iranian Journal of Medical Education
Iranian Journal of Medical Education
1608-9359
1735-8892
10.48305
2015
15
Guide to the use of statistical methods in clinical studies
Salman
Khazaei
salman.khazaei61@gmail.com
Abdollah
Mohammadian- Hafshejani
amohamadii1361@gmail.com
Hamid
Salehiniya
alesaleh70@yahoo.com
2015
4
01
124
125
http://ijme.mui.ac.ir/article-1-3675-en.pdf
78-3704
2024-03-29
10.1002
Iranian Journal of Medical Education
Iranian Journal of Medical Education
1608-9359
1735-8892
10.48305
2015
15
Some notes for increase reporting of interventional studies
Salman
Khazaeii
salman.khazaei61@gmail.com
Abdollah
Mohammadian- Hafshejani
amohamadii1361@gmail.com
Hamid
Salehiniya
alesaleh70@yahoo.com
2015
4
01
122
123
http://ijme.mui.ac.ir/article-1-3704-en.pdf
78-3644
2024-03-29
10.1002
Iranian Journal of Medical Education
Iranian Journal of Medical Education
1608-9359
1735-8892
10.48305
2015
15
Factors affecting teacher evaluation scores: the students` viewpoints of Kurdistan University of Medical Sciences
Ahmad
Vahabi
vahabiahmad@gmail.com
Somayyeh
Rahmani
somayyeh29@gmail.com
Shiva
Rostami
rostamis491@gmail.com
Boshra
Vahabi
boshravahabi@gmail.com
Mobin
Hosseini
hmobin3@gmail.com
Daem
Roshani
daemroshani@gmail.com
Introduction: One of the main tasks of universities of medical sciences is teacher evaluation. During the evaluation process, the required data are collected and analyzed. Then the teachers are informed about the results in order to improve their teaching methods. This study was performed to determine the factors affecting teacher evaluation scores from the viewpoint of the students in Kurdistan University of Medical Sciences. Methods: This cross-sectional study was performed on all the students of Kurdistan University of Medical Sciences who had passed at least one semester and were familiar with the process of teacher evaluation. A number of 384 of students were selected randomly. The data collection tools were a demographic questionnaire and a questionnaire containing items on the factors influencing teacher evaluation scores. The data were analyzed using descriptive statistics as well as Mann-Whitney U and Kruskal-Wallis tests. Results: The most important factors affecting the scores of teachers’ evaluation from the viewpoint of the students were: teachers' knowledge on the subject matter (4.53±0.8 out of 5), teachers' ability to convey the lessons (4.52±0.78), compatibility of class content material and final exam questions (4.40±0.79) and the least important of these factors were gender (3.48±1.01), teachers' age (3.28±1.14) and conducting tests to measure academic achievement of faculty members (3.1±1.42). Conclusion: According to the findings, empowering the faculty members regarding their teaching abilities and their communication skills seem to be necessary.
Teachers evaluation
student viewpoint
teachers
students
influencing factors.
2015
4
01
111
121
http://ijme.mui.ac.ir/article-1-3644-en.pdf
78-3537
2024-03-29
10.1002
Iranian Journal of Medical Education
Iranian Journal of Medical Education
1608-9359
1735-8892
10.48305
2015
15
Clinical Evaluation Tool for Operating Room Students: Development and Measurement of Reliability and Validity
somayeh
mohammadi
s.mohammadi.nfc@gmail.com
maryam
tolyat
tolyatm@bums.ac.ir
mostafa
Roshanzadeh
mroshanzadeh62@gmail.com
Introduction: In order to ensure the achievement of goals in clinical training, having the right tool with good reliability and validity is essential. Given the fact that no proper tool has ever been developed for evaluation of operating room students, this study aimed to develop and measure the validity and reliability of the evaluation tool for these students. Methods: This descriptive study was conducted in 2014 in Birjand University of Medical Sciences. After defining the concepts and behaviors to be measured using interviews and review of relevant literatures, the primary tool was developed and its face validity and content validity were verified both qualitatively and quantitatively (using experts’ opinions, CVR, and CVI). The reliability was calculated through interclass reliability and Cronbach’s alpha. Results: The final tool consisted of 62 items in 7 different subscales (professional characteristics, communication, examining the patient, training patients and families, submitting reports, clients’ safety, and clinical competence). The content validity index of the whole questionnaire was 0.84 and content validity ratio for each item was reported 0.62 and higher. With a sample size of 28 students, Cronbach's alpha of the whole questionnaire was 0.82. Also, interclass reliability was 0.45. Conclusion: The results indicated that the developed tool has adequate reliability and validity and that it can be used as a tool for clinical evaluation of operating room students.
Evaluation tool
clinical evaluation
operating room students
clinical setting
clinical education.
2015
4
01
98
110
http://ijme.mui.ac.ir/article-1-3537-en.pdf
78-3493
2024-03-29
10.1002
Iranian Journal of Medical Education
Iranian Journal of Medical Education
1608-9359
1735-8892
10.48305
2015
15
A Comparison of Nursing Students’ Satisfaction in Compact Disc-based Education vs. Traditional Education
Mitra
Khoobi
mitra.khoobi@yahoo.com
Majid
Ahmadi hedayat
majidhmdy@yahoo.com
Nooredin
Mohamadi
mohammadi_no@tums.ac.ir
Soroor
Parvizi
S_parvizy@yahoo.com
Hamid
Haghani
haghani@yahoo.com
Fatemeh
Izadibidani
fezadi85@gmail.com
Introduction: Given the variety of educational methods and the conditions and facilities, selecting appropriate methods is one of the instructors’ practices to achieve educational goals. The aim of this study was to compare Nursing Students’ Satisfaction with CD-based and traditional education at Tehran University of Medical Sciences.
Methods: This research was a quasi-experimental study. The study population consisted of all nursing students who had to pass community health course (3) in 2012-2013 academic years (n=38). The participants were divided equally into two groups of CD-based education and traditional education through randomized block allocation method. Data collection tool was a researcher-made questionnaire which measured students’ satisfaction with the methods and was completed at the end of the course. Data were analyzed using descriptive statistics (mean, standard deviation), Analysis of Covariance (ANCOVA), Chi-square test and independent t-test.
Results: The means and standard deviations of satisfaction were 74.37±16.31 and 58.74±15.17 (out of 100) for the experimental and control groups respectively. The comparison of satisfaction mean scores showed a significant difference between groups (P=0.006).
Conclusion: According to the findings, students seem to be more satisfied with CD-based education than traditional education. Instructors and policymakers then may employ CD-based education in teaching theoretical courses of nursing or use it in combination with other methods.
Traditional education
CD-based education
satisfaction
nursing students.
2015
4
01
89
97
http://ijme.mui.ac.ir/article-1-3493-en.pdf
78-2411
2024-03-29
10.1002
Iranian Journal of Medical Education
Iranian Journal of Medical Education
1608-9359
1735-8892
10.48305
2015
15
Evaluation of Basic Sciences Curriculum Modifications in Isfahan University of Medical Sciences: The Students’ Viewpoint
Zahra
Teimouri Jervekani
z_teimoori@edc.mui.ac.ir
Vahid
Ashoorion
ashourioun@med.mui.ac.ir
Sarah
Mozafarpour
Salimeh
Sirous
salimeh_sirous@yahoo.com
Introduction: Basic sciences curriculum faces various challenges in Iran. Proper curriculum designing can have a major impact on learning, performance, educational achievement and satisfaction of students of medicine. This study was carried out in order to evaluate the effectiveness of the rearrangement of basic sciences curriculum in Isfahan University of Medical Sciences from the viewpoint of the students. Methods: In this descriptive study with interrupted time series design, students of medicine at Isfahan University of Medical Sciences admitted at 2005-2006 academic years were selected through convenient sampling. The case group were students in the new curriculum design, and the control group were the students in the traditional curriculum design. Data collection tool was a valid and reliable researcher-made questionnaire. The collected data were analyzed using descriptive statistics and an independent t-test. Results: Students’ satisfaction rate with the new curriculum (2.95± 0.48 out of 5) was significantly (P = 0.00, t = -3.25) more than students’ satisfaction in the traditional curriculum (2.78±.68). Students receiving the new curriculum during 5 semesters ranked (6.34±1.81) the arrangement of the specialized courses higher (P=0.001, t=7.42) than the students in the traditional curriculum (4.29±2.15). The scores for the given preparation time for basic sciences examination in the 5th semester was not significantly different between the two groups (2.86±1.10 vs. 2.77±1.34, p=0.72, t=0.35). The students’ stress for this exam was not significantly different between groups (3. 49±1.15 vs. 3. 48±1.22, P=0.99, t=0.01). Conclusion: The findings showed that even minor modifications could affect the attitudes of the students of medicine. However, merely rearranging the courses may not be sufficient. Thereby, continuous modification of the curriculum according to new approaches such as integrated courses through organ-based model, considering other contributing factors in improving students' satisfaction, such as modifying the content, method and learning environment are strongly recommended.
Evaluation
courses arrangement
curriculum
basic sciences
general physician course
2015
4
01
79
88
http://ijme.mui.ac.ir/article-1-2411-en.pdf
78-3531
2024-03-29
10.1002
Iranian Journal of Medical Education
Iranian Journal of Medical Education
1608-9359
1735-8892
10.48305
2015
15
The relationship between academic self-efficacy with perceived stress, coping strategies and perceived social support among students of University of Guilan
Sajjad
Saadat
sajjadsaadat69@gmail.com
Farhad
Asghari
farhad.asghari@gmail.com
Rezvanoosadat
Jazayeri
rs.jazayeri@yahoo.com
Introduction: Academic self-efficacy refers to learners’ belief in their abilities in academic process, whose realization is affected by many factors. The aim of this study was to examine the relationship between academic self-efficacy and perceived stress, coping strategies and perceived social support among the students of University of Guilan. Methods: This descriptive-correlational study was performed on all students of faculty of humanities in University of Guilan in 2014-15 academic years. The sample consisted of 335 students who were selected through cluster sampling. Data collection tools were Owen & Froman’s Academic Self-efficacy Questionnaire, Cohen Perceived Stress Scale, Endler & Parker’s Coping Inventory for Stressful Situations and Vaux et al Perceived Social Support Questionnaire. Data were analyzed using descriptive statistics tests, Pearson Correlation coefficient, and Multiple Linear Regression. Results: The Pearson Correlation showed a significant positive correlation (P<0.01) between academic self-efficacy and perceived social support (r=0.518) and problem-oriented coping strategies (r=0.421). It also showed a significant negative correlation (P<0.01) between academic self-efficacy and perceived stress (r=-0.574), emotion-oriented coping (r=-0.364) and avoidance-oriented coping (r=-0.364). Stepwise regression analysis indicated that the predictor variables such as perceived stress, perceived social support and problem-oriented coping were able to significantly explain 0.39 of academic self-efficacy variance among the students. Conclusion: The findings support the importance of perceived stress, perceived social support and problem-oriented coping in predicting academic self-efficacy of students. Therefore, training courses seem to be useful in developing self-efficacy beliefs and stress management.
Academic self-efficacy
perceived stress
coping strategies
social support.
2015
4
01
67
78
http://ijme.mui.ac.ir/article-1-3531-en.pdf