Foroozan Mohebi, Majid Khademian, Fariba Haghani, Nikoo Yamani,
Volume 17, Issue 0 (4-2017)
Abstract
Introduction: The purpose of medical education is to acquire knowledge, perspective and skills necessary for patient treatment, and focus on assessment as a tool for quality assurance in educational programs is one of the important traits of medical education. The purpose of this study was to investigate the achieving rate of learning minimums in common pediatric illnesses among medical interns of Isfahan University of Medical Sciences.
Methods: This descriptive, cross-sectional study was conducted in 2014-15 academic year. Research population included the medical interns of Isfahan University of Medical Sciences who were selected through convenience sampling (census) (n=84). Data were collected using 8-station objective structured clinical examination. Views of medical education and pediatrics experts were used to confirm content and face validity. Reliability coefficient of the examination was calculated using Cronbach’s alpha of 0.86. A checklist (total score=20) was used to assess each station. Data were analyzed using descriptive statistics.
Results: Mean scores of achieving rate of learning minimums in common illnesses were as follows in each station: ear checkup (13.64±1.96), common cold (16.60±2.62), diarrhea and vomiting (15.56±4.22), croup (9.28±2.07), acute seizure (15.96±2.42), history taking of seizure (14.88±2.81), interpretation of growth chart (13.60±3.17) and history taking in underweight child (8.76±3.25).
Conclusion: Interns’ achieving rate of learning minimums in common pediatric illnesses was acceptable in four stations, less than expected in two stations and unacceptable in two other stations. Considering the importance of the issue, it is therefore recommended to revisit the duration and methods of ambulatory trainings in pediatrics internship programs.
Mina Amiri, Zahra Khademian,
Volume 18, Issue 0 (4-2018)
Abstract
Introduction: Simulation is an educational technology that facilitates learning and improves learner’s performance. The aim of this study was to introduce simulation-based clinical training in operating room.
Methods: In this review article, the keywords “simulation, training, clinical education, operating room training, and simulation in operating room” were used to find Persian and English articles published from 2000-2018 andin the databases of Science Direct, Google scholar, PubMed, SID, and Magiran. Articles related to introduction and application of simulation-based training in operating room were selected and reviewed.
Results: Forty-Two articles had addressed the history and importance of using simulation in clinical education, their development methods, types of simulators used in the operating room and importance and types of models designed to evaluate the simulation methods. Examples of these simulations included low-fidelity physical simulators, web-based educational tools, computer-based video training, virtual learning environment systems, learning management systems, laparoscopic surgery such as “McGill Inanimate System” for training and evaluation of laparoscopic skills, simulation-based surgical methods, and realistic computer-controlled mannequins such as “Sim Man 3G”.
Conclusion: A wide variety of simulators and models can be used for designing, implementation and evaluation of operating room training. Many of the existing challenges can be overcome with proper planning and educational institutions can develop and expand simulation-based trainings in operating room by understanding the educational potential of this method
