Showing 3 results for Honarmand
Seyed Mansour Razavy, Payman Salamati, Elham Shahgholi, Malektaj Honarmand, Fariba Naderi, Ali Akbar Rahbarimanesh, Mehdi Alehossein, Paymaneh Alizadeh Taheri, Seyed Mohammad Mireskandari, Nahid Khosroshahi,
Volume 10, Issue 4 (1-2011)
Abstract
Introduction: During the recent two decades, practical medical skills’ training has experienced dramatic changes, which has led to establishment of CSLCs (Clinical Skills Learning Centers). Thus, it is necessary to evaluate the effects of these centers on students' learning of the relevant procedures. The main objective in this study was comparing the output of skills training processes in two groups of medical interns trained in conventional settings (training only on bedside) and conventional settings plus the use of CSLCs.
Methods: This is a quasi experimental study conducted on two groups of medical interns introduced to Bahrami Hospital (affiliated with Tehran University of Medical Sciences) for their pediatric course. Twenty five students were taught by the conventional method (control), and 19 students received training in Pediatrics CSLC (experiment). The sampling method was simple & non-randomized. The study used OSCE (Objective Structured Clinical Examination) for assessments of student’ learning, and SPSS15 software, Kolmogrov-Smirnov, paired and independent T – tests for analytical purposes.
Results: There was a significant difference between the mean scores of the two groups of interns before and after training (P<0.001).Mean and SD of the scores in the experiment group after training were 120.69±14.84, while for the control group they were 102.87±11.20. Mean and SD of score changes (difference between before and after pediatrics ward rotation) for experiment and control groups were 29.6±12.32, and 16.45±7.97, respectively, which were significantly different(p<.001)
Conclusion: Clinical skills training in Bahrami's CSLC was effective in promoting medical interns' pediatric practices. We suggest that training in CSLCs be included in traditional pediatric training courses.
Mohammadreza Safavi, Hossein Mahjobipor, Mohammadali Mohammadzadeh, Azim Honarmand,
Volume 10, Issue 4 (1-2011)
Abstract
Introduction: Applying basic standards of anesthesia care is crucial. Patients’ status should be evaluated based on a standard checklist. In case of mismanagement, logical approaches must be conducted. The main objective of the present study is to develop a checklist for evaluation of implementing anesthesia care standards, and its application by observing the practice of anesthesiologists and their residents in Guilan Medical University hospitals.
Methods: At first, different stages of anesthesia from patients’ arrival to the operating room till discharge from the recovery room were determined. In every stage, standard protocols were prepared. Then, the checklist items were developed based on anesthesia reference books and the modifications made according to Guilan anesthesiologists and conditions of university hospitals. After that, the adherence of twenty anesthesiologists and residents to these protocols were insensibly observed and scored for six months. Data were analyzed and frequency distribution was presented.
Results: Rate of not-applied standards in descending orders was: 52.5% in preparation of operating room, 42.2% in pre-intubation, 40% in pre-extubation, 34.5% during maintenance of anesthesia,33.3% at discharge from the recovery room, 27.7% after intubation, 27.2% before arrival to the recovery room, 17.1% in recovery room, 13.8% at the time of intubation, 11.3% at arrival to the recovery room, 10% upon admission to the recovery room, 9% upon extubation, and 0% after extubation.
Conclusion: This study revealed the necessity of using standard checklist for anesthesia care in operating room to protect the patient and to decrease the risk of anesthesia for them. Based on the results, educational and management interventions should be designed to promote adherence to standards.
Mohammadreza Safavi, Azim Honarmand, Athar Omidi, Hamidreza Shetabi,
Volume 11, Issue 9 (3-2012)
Abstract
Introduction: It is necessary to choose and implement proper teaching and evaluation method for implementing an effective education. This study aimed to evaluate the implementation quality and to determine suitable teaching methods in department of anesthesiology at Isfahan University of Medical Sciences.
Methods: In this descriptive cross-sectional study, all anesthesiology residents (40) who participated in class in 2011 were selected. Data collection was done through a researcher-made questionnaire. Data analysis was done through descriptive and inferential statistics.
Results: The questionnaire response rate was 100 percent. Mean age and duration of medical practice were 34.75±3.9 and 7.6±4.8 years, respectively. 85.5 percent of participants had the high satisfaction with quality of program implementation, 12.5 percent had moderate and 2 percent had poor satisfaction. The most preferred teaching method was lecture along with showing films and PowerPoint presentations and the least one was lecture without film and slide. There was no significant difference between female and male residents regarding to the satisfaction of teaching method and program implementation (P>0.3).
Conclusion: Using educational material and active teaching methods involving students in teaching process is effective in learners’ satisfaction and teaching quality.
