Iranian Journal of Medical Education

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Introduction: Success in surveillence programs is mostly dependent on physicians’ skill to report diseases. Self-learning is an appropriate method for medical education programs and has been used in many countries. The purpose of this study was to compare self-learning of reporting diseases through compact disks (CD) and booklets in physicians’ education. Methods: This study was a quasi-experimental study performed on 40 general physicians in Qom . They were divided into two groups [CD (n=20) and booklet (n=20)] by balanced block randomization. Knowledge and attitude were assessed before the intervention and a month after. The data collection tool was a self-administered questionnaire in 4 parts: demographic information, knowledge and attitude about notifiable diseases and evaluation of the educational method applied. The data were analyzed by SPSS software, through calculation of frequency, mean, standared deviation, t-test, kolmogorov -smirnov test and mann-whithney U- test. Results: Knowledge and attitude were promoted significantly in both groups(p<0.05). Mean and standard deviation of knowledge increased in the CD group,the mean score for knowledge increase was 10.55± 3.97 and in the booklet group it was 7.55±4.40,which showed a significant difference (p=0.03). There was no significant difference in attitude scores in the two groups. Regarding the evaluation of the methods, there was no significant difference between the groups in total mean scores. But as for two items, preference for either method and attraction,the CD group score stood significantly higher than the booklet group (p<0.001). Conclusion: Self-learning methods such as CD and booklet can be used for physicians to learn reporting skills and CD is more effective than booklet. These methods especially educational CD is recommended to be used in continuing medical education programs.

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Introduction: Nurturing critical thinking is one of the nursing educational goals in Iran. Assessing the critical thinking ability of nurses’ and nursing students' and the effect of current instructional strategies to foster it can assist to determine the efficacy or probable inadequacy of the educational system. The present study reviews the published studies on critical thinking in nursing, in Iran. Methods: This paper reviewed studies concerning critical thinking in nursing, paying particular attention to the effect of academic education on nursing students' critical thinking ability in Iran. This systematic review searched internal resources such as Iranmedex, SID, Magiran and library sources from 2003 through 2009. Other sources such as Pubmed and Elsevier were used for discussion. The key words used were “critical thinking”, “nursing” and “nursing education”. Results: The literature review showed nurses’ and students' critical thinking ability in Iran is low. It also showed that academic education did not have a significant effect on critical thinking. Conclusion: Low critical thinking skills score of nurses and nursing students in literature review asserted that it is necessary to reassess current educational strategies. It is also essential to consider probable insufficiency of critical thinking instruments.

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Introduction: Evidence-based learning is an effective educational strategy. Assessment of nursing student’s viewpoints about this new method can increase its application. This research was conducted to find out student’s experiences toward evidence-based learning in clinical setting. Methods: This qualitative study was performed by grounded theory method in 2010. Eighteen nursing students were selected by purposeful sampling. Students were asked to use evidence for problem solving in their pediatric internship rotation and report their findings in the morning report sessions. Data was collected by interview and was analyzed using content analysis methods. Results: Five main themes categorized in this research including experiences of thinking, self efficacy, integrating theory and practice, group interaction and problem solving. Conclusion: In attention to positive experience of evidence-based learning, intergrating of this method in clinical nursing education is recommended.

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Introduction: Promoting meaningful learning is one of the main objectives of education and an important factor in promoting creative thinking, critical thinking and problem-solving abilities in learners. Also, evaluating students’ learning is a teachers’ duty. The aim of this study was to compare the effect of teaching by lecture or concept mapping on cognitive learning levels of midwifery students and their satisfaction with concept mapping as the assignment. Methods: In a quasi-experimental study, 35 third-semester midwifery students in “maternal and child heath course were selected by census method in Qom University of Medical Sciences in 2011. Students received education using lecture or concept mapping (using web-based tools), respectively, for 8 sessions in 2 months. Two researcher-made questionnaires were used for assessing their knowledge and satisfaction. The collected data was analyzed using descriptive statistics and independent t-test. Results: Compared to conventional teaching, the concept mapping method had a significant effect (p=0.001, t=3.24) on promoting high levels of cognitive levels (meaningful learning). However, there were no significant differences between the two methods regarding lower cognitive domains (p=0.06). Also, among various forms of assignments, drawing a concept map received the highest score (0.95 out of 1). Conclusion: Considering the positive effect of concept mapping method on students’ meaningful learning, it is recommended this method be employed in teaching and also in student assignments for courses which require a deep learning and high level of understanding.

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Introduction: Midwifery care based on the professional ethics leads to mothers’ increased prosperity and satisfaction. This study was performed to compare the effect of integration of two teaching approaches, role-modeling and narration methods, on the midwifery students’ performance in professional ethics in Qom University of Medical Sciences. Methods: This quasi-experimental before- and after- two group study was performed on all midwifery students (N=36) assigned randomly to the experiment or control groups. All were enrolled in Maternal Child Health Course, as a clinical rotation. For the experiment group, professional ethics issues were taught by role-modeling and narrative methods, while the control one experienced only the role-modeling technique. Students' performances in professional ethics in both groups were assessed before and after the instruction using a researcher-made observation checklist (score range: 0-27). Data were analyzed using independent t and paired t-tests. Results: Mean scores of students’ performance in control group was improved significantly in post test (16.85±1.39) compared to the pretest (12.34±1.42) results (t=.71, p=.001). Also in the experiment group, post test scores (20.85±2.39) were significantly different from the pretest (11.96±1.89) findings (t=.82, p=.001). Independent t test implied that the difference of post test scores in two groups was significant (t=0.8, P=0.000). Conclusion: Although both methods were effective in improving students’ performance in professional ethics in clinical setting, a blend of two methods (narration and role modeling) was more effective than role modeling alone. It is recommended that role-modeling and narration methods be used in teaching ethical issues to midwifery students.

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Introduction: Spiritual intelligence as the foundation of one's beliefs has a crucial role in different aspects of human life particularly in provision and promotion of mental health. On the other hand, the role of happiness in mental health, physical health, and efficient social partnership is considered to be very important. The purpose of this study was to examine the relationship between spiritual intelligence, happiness and academic achievement in students of Qom University of Medical Sciences. Methods: In this descriptive, analytical research conducted in 2011-2012, a census sample of 353 medical, nursing, and midwifery students were studied. Data gathering tools included the Oxford Happiness Questionnaire and spiritual intelligence Questionnaire of Badie. Data were analyzed via ANOVA, Pearson correlation, and t test. Results: The mean and standard deviation for total score of spiritual intelligence and happiness were 152.93±18.83 (out of 210) and 48.33±16.22 (out of 87), respectively. A direct, significant, and moderate relationship existed between the spiritual intelligence and happiness scores(r=0.599, p=0.0001).There was a weak but significant relationship between the spiritual intelligence and academic achievement(r=0.12, p=0.041). Mean score for happiness was not correlated with academic achievement (p>0.05). The mean score of spiritual intelligence in males (149.74±17.11) was significantly different(t=3.98, p=0.048) from that of females (154.32±19.45). Also statistically significant differences were observed in the mean scores of happiness among students with different fields of study(F=3.94, p=0.020) and also with different economic status were significantly different (F=3.98, p=0.008). Mean scores of spiritual intelligence of students with different fields of study (F=3.65, p=0.027) and with different economic status (F=4.15, p=0.007) were also significantly different. Conclusion: Higher spiritual intelligence was associated with more happiness and academic achievement of students. It seems that promotion of spiritual intelligence creates a cheerful mood and promotes academic achievement of students of medical sciences and thus improves the quality of medical care to patients.

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Introduction: Assessing educational needs and planning can be a positive step towards improving the quality of midwifery services. This study was conducted to determine the educational needs of midwives in line with responsive midwifery education in Qom, Iran.
Methods: This exploratory mixed-method study consisted of two parts, a qualitative study (content analysis) with the aim of determining educational needs, and a quantitative study (description cross sectional method) with the aim of prioritize educational needs. Initially, the educational needs of midwifery students were determined based on experiences and views of midwives, instructors, and midwifery faculty members. In the same vein, participants were selected by purposeful sampling method. To collect data, a semi-structured questionnaire was used. Educational needs were extracted and categorized through qualitative content analysis. Then, using Delphi technique and relying on the opinions of the faculty members of the midwifery department, educational needs were prioritized. MAXQDA was used to manage data in qualitative section. Data description (mean scores and agreement rate) in quantitative study was conducted manually.
Results: Thirty nine midwives responded questions in qualitative section. Views of experts were analyzed by content analysis method and categorized in 289 codes, 73 categories, and 13 main categories. In quantitative section, the highest priority (score 5) were devoted to these subjects: requesting and interpreting practical midwifery tests, fetal health assessment, prescription, perinatal care, hemorrhage, preeclampsia, neonatal examination, physiological delivery, client communication, peer communication, patient communication, professional ethics, and patient safety. The experts' agreement ratio was 84 percent in second round of Delphi.
Conclusion: Findings of the study revealed that due to various educational needs of midwives, to enable midwifery student to response to social expectations attention to these subjects during student training and holding workshop with supplementary courses are suggested.