Iranian Journal of Medical Education

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Introduction: Nowadays, the attitudinal aspect of community dentistry course and the way in which this course is taught is critically important. The aim of this study is to compare the presentation of theoretical community dentistry course through workshops using PBL method with that of contemporary method of lecture. Methods: In this quasi experimental study, 64 dental students of Tehran University of Medical Sciences who took the course of community dentistry in second semester of academic year of 2006-2007 were entered into the survey through census. They were randomly allocated into two groups of experiment and control each including thirty two. The course of community dentistry was taught to control group through traditional method in 17 lecturing sessions meanwhile this course was instructed to experiment group through problem based learning method. A questionnaire was used for gathering data. Data was analyzed by SPSS software using descriptive statistics and Chi². Results: The improvement in attitude of PBL group was significant in contrast with that of traditional method group. In post-test, the mean score of knowledge and attitude of the group attending in workshop was higher than that of traditional group but the difference was not statistically significant. The mean score of satisfaction and transferring educational concepts was significantly higher in the group attending in workshop. Eighty one percent of the workshop attendees were satisfied with the method employed in the course. Conclusion: The new method of education has been successful in its achievements as forming a positive atti-tude in students and making them eager for community dentistry issues.

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Introduction: Despite serious warnings about the possibility of infection transmission to patients, dental staffs are more at risk of cross infection. Since dentists’ attitude and professional behavior plays an important role in their health promotion and community, the aim of this investigation was to assess the attitude and practice of dentists of Isfahan in relation to HIV Methods: In a descriptive – cross sectional study, 237 dentists from Isfahan (Iran) were selected by randomized cluster sampling. A questionnaire regarding the dentist’s attitude and practice in relation with HIV and HBV infected patients was prepared. The questionnaires were distributed in private and public clinics and offices. Data analysis was done by descriptive statistics, ANOVA, and T test. (α=0.05) Results: Mean total score of attitude and practice were 46.95 and 46.19, respectively (total score was 75 and 54). Score of specialist dentists’ attitude were significantly higher than general dentists’ attitude (P<0.001). Other demographic variables did not have significant impact in attitude and practice. Score of dentist in private office in comparison with clinics were significantly lower (P<0.05). Conclusion: Compliance of dentists in relation to proper infection control is good and partly acceptable but their attitude about AIDS & HBV is poor. Educational courses to address fear of dentists and guiding them about AIDS & HBV are recommended.

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Introduction: Transfer of training has been defined as the application of new knowledge, skills, and attitudes learned from continuing education programs to the job. Learning transfer can be influenced by many factors that can facilitate or hinder it. A supportive work climate is crucial for successful transfer of learning to job. The aim of this study was to evaluate the nurses' attitude toward supportive work climate affecting transfer of learning to job in two social security hospitals (Alborz of Karaj and Shahriar ) in 2009. Methods: This is a descriptive study conducted on 132 nurses from two social security hospitals ( Alborz of Karaj and Shahriar), selected through census sampling. The tools used included the sample selection form, demographic data form and Transfer Climate Scale. This scale indicates how nurses perceive their working environment to apply their knowledge and skills learned during the continuing education programs. It consists of 4 sub- scales of peers’ support, supervisors’ support, encouragements and situational constraints. Data were analyzed by SPSS software using descriptive statistics, T-test and ANOVA. Results: This study showed that mean scores of nurses’ attitude toward supportive work climate was 92.15±16.61. Most of the nurses (60.6%) had average attitude toward supportive work climate .The highest mean score was for peer support (40.54±8.42) and the lowest was for situational constraints(11.54±3.35). Conclusion: The findings of this study showed that supportive work climate affects nurses’ ability to apply their knowledge and new skills to their job. Planning to improve supportive work climate seems essential for development of nurses’ quality of care and productivity.

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Introduction: Due to the increasing development of science and technology in today’s world and updates in organizational factors, staff development becomes more essential. An educational program could be considered effective if it could appropriately change in participants’ knowledge and behavior. The aim of this study is to assess the training course of working with ECT (DC Shock device) for nurses based on the Kirkpatrick’s model. Methods: This evaluation study is based on the Kirkpatrick’s model, in which the efficacy of training course of working with ECT to nurses is assessed. A volunteer sample of 160 nurses participated in the project with informed consent. The training course was evaluated concerning four areas including reaction, learning, behavior, and outcome then the overall efficacy rate of the course was calculated. Data was collected through researcher- made questionnaires whose validity and reliability were confirmed in a pilot study. Data was analyzed by Student t-test. Results: The mean scores of participants’ reaction(first level in Kirkpatrick model) to the content, instructor and facilities were 4.3±.35, 4.8±.41, and 4.1±.27,out of 5, respectively. The desirability rates (mean scores) for the four levels were: reaction (4.4±.45), learning (4.35±.24), behavior (3.85±.18), and the impact (4.33±.18). The mean of overall desirability rate of this course was 4.16±.41. Conclusion: The training course of working with ECT for nurses resulted in favorable outcomes in the three evaluated levels of reaction, learning and behavior, and was able to develop efficient changes in the impact level.

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Introduction: Medical ethics education is a key subject in medical occupations, as learning ethics is fundamental for their relationship with patients. Teachers are of the most important elements in medical ethics education, because they are one of the most important factors of forming the morality and the professional character in students. The aim of this study is to explain challenges and problems which threaten the medical ethics education. Methods: Fourteen medical ethics teachers of universities of medical sciences in Tehran took part in this qualitative content analysis study performed in year 2010. Data was collected through semi-structured interviews and analyzed via content analysis approach (Mayring method). Results: The analysis of participants’ interviews led to the extraction of three themes as follows: 1)professional capability of medical ethics teachers 2)medical ethics education using active teaching methods and 3)the gap between teaching in theory and practice. Each of these themes includes several major and minor classifications, each describe a specific aspect of existing challenges in medical ethics teaching related to the teachers. Conclusion: Results indicate that medical educators in general and medical ethics teachers in particular, haven’t been efficient enough in moral development of students. Therefore, short-term professional teaching courses on medical ethics and active teaching methods are suggested to be held for all medical teachers. Besides, all medical teachers are recommended to be obliged to, as behavioral models, facilitate moral and professional development of their students in practice.

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Introduction: Holding computer skills training and information technology (IT) courses for nurses and delivering IT courses in nursing curriculum are of recent changes in nursing field. This study focuses on the identification and comparison of information sources used by nurses and nursing students after introducing information technology and identifying barriers to using them. Methods: This descriptive-analytical study was conducted on 412 nurses and nursing students in hospitals affiliated to university of medical sciences and social security organization in Semnan(Iran) during 2011. Data were collected through a researcher-made questionnaire that measured the use of information resources. Data were analyzed through descriptive and inferential statistical tests. Results: Despite that most subjects had passed IT training courses, they had little desire to use databases (2.3±0.6,out of 4, Average of monthly use) and electronic journals (2.7±0.7) in their clinical decisions. Lack of skill in the use of the library (2.2±0.6) and also difficulty in understanding scientific papers (2.1±0.9) were the most important barriers reported by nurses and students. The difference of scores for using information resources and reported barriers was significant between students and nurses (P <0.01). Conclusion: The results showed that the provision of infrastructures for using up to date information resources in nursing was not sufficient. It seems important to consider comprehensive approaches in the field of information management to increase nurses’ and students’ willingness to use these information sources.

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Introduction: Active learning methods are becoming increasingly popular in midwifery students education. So the aim of this study was to determine the effect of education using demonstration on midwifery student's self-efficacy in delivery management

Methods: This quasi-experimental study was performed in 2013 in Isfahan University of Medical Sciences. Thirty midwifery students were selected through census and then they were randomly allocated into two groups (15 students in each group). Generalized Self Efficacy questionnaire (GSE10) was completed by both groups before and after the education (demonstration and ordinary). The collected data was analyzed using descriptive statistics, student t-test, and paired t-test. The significant level of less than 0.05 was considered.

Results: The findings of t-test did not show any significant difference between self efficacy scores of demonstration and control group before intervention while a statistically significant difference was observed between the scores of two groups after intervention (p=0.001, and t=-1.43). Paired t-test also showed a statistically significant difference in self efficacy scores after intervention between case and control group respectively (p=0.002, t=-1.30 and p=0.024, t=-5.12). Also the rate of self efficacy score increased in demonstration group by 89 percent while it was 23 percent in control group (p=0.014).

Conclusion: Demonstration method can increase self efficacy levels among midwifery students in managing delivery phases. As a result, the use of this teaching method is recommended for effective learning.

 

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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.

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Introduction: Research studies usually employ SERVQUAL model and gap analysis to assess the quality of academic educational services, but these methods cannot rank universities based on the quality of educational services. In this regard, the purpose of this research was to design a model for ranking the quality of educational services in medical universities.
Methods: This study used a mixed method research design. The statistical population consisted of all connoisseur experts (n=15) of the evaluation departments of the medical universities in southeast Iran in 2014, all of whom were selected by non-probability convenience sampling. The experts determined the value of each criterion against other criteria in a paired scale questionnaire. Data were analyzed by means of AHP method in the Expert Choice 11 software.
Results: Drawing on SERVQUAL model and AHP method, this study proposed the first model for ranking the quality of educational services in Iran’s medical universities. In this model, the most weighted criterion was “conformity of the curricula with labor market needs”; “the number of held exams”, “faculty members’ mastery of scientific and practical fields of textbooks”, “adequate educational tools” and “safety equipment" were the next criteria with the highest weight respectively.
Conclusion: The model for ranking the quality of educational services in medical universities can reduce the time and costs of the programs assessing the quality of educational services and help the authorities provide high quality educational services.
 

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Introduction: In the 21st century, higher education institutions seek to set up research activities and improve the quality of these research studies. One of the factors affecting the quality of research is student research self-efficacy which is expected to lead to career decision-making self-efficacy.
Methods: Statistical population of this descriptive, correlational study included all the students of Shiraz University of Medical Sciences in 2015-16. A sample of 300 was formed by multi-stage cluster sampling. Research instruments were Betz and Luzzo’s career decision-making self-efficacy scale and Holden’s research self-efficacy scale. After calculating the validity and reliability, the questionnaires were distributed and the data were analyzed in LISREL using correlation coefficient test.
Results: In research self-efficacy, reporting skill (47.13±1.29) and collection skill (42.20±2.67) had the highest and lowest scores respectively. In career decision-making, goal commitment (3.10±0.89) and problem-solving skill (3.00±0.78) had the highest and lowest scores respectively. There was a positive significant relationship between the dimensions of research self-efficacy and decision-making self-efficacy such that with students’ increased research self-efficacy, their career decision-making enhanced.
Conclusion: The more the curriculum emphasizes the development of students’ research skills, the more their sense of self-efficacy increases in career decision-making and on the path to professional development.
 

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Introduction: Effective teaching requires methods that can develop appropriate knowledge and skills in students. This study aimed to assess the effect of inquiry-based teaching method in medical education through reviewing the related literature.
Methods: In this Narrative review study, using the keywords clinical education, inquiry-based teaching method and medical education, all articles published between 2010 and 2018 were searched in Magiran, Google Scholar, PubMed, and Medical Teacher. The articles were assessed according to the fields of medical education and after reviewing the articles and removing the duplicates, inquiry-based teaching methods and their fields were classified and ultimately 15 articles were extracted.
Results: The review of 15 articles on the application of inquiry-based teaching method in medical education showed that this method is responsible for favorable educational and training impacts on students.
Conclusion: According to the results of the study, it is recommended that faculty members of theoretical and clinical courses should use inquiry-based teaching method for their classes. Faculty deans also should lay the groundwork for application of this teaching method.
 

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Introduction: Judgment on serious clinical situation, deciding to maintain the vitality of human in sophisticated problems, and thinking in difficult situations require critical thinking in the field of health. In the academic year 2017, this study examined the relationship between Critical Thinking Disposition and Clinical Reasoning in Medical Residents of Medical University of Isfahan (MUI).
Methods: This cross-sectional study was a descriptive-analytic type. The statistical consisted of the assistants in Alzahra and Amin Hospitals of MUI. The sampling process was carried out in a census (total number), and 48 including 22 male (45.8%) and 26 female (54.2%) assistants participated in this study. The data were collected through SAMTAC questionnaires and DTI) Diagnostic Thinking Inventory( questionnaires. Finally, data were analyzed both descriptively and inferentially using Analysis of Variances.
Results: From among the participants 89.6% adopted positive attitude towards critical thinking and 10.4% adopted ramshackle attitudes towards critical thinking. The average score of clinical reasoning was 105.13 from among 150 scores. From inferential point of view, there were no significant relationship between critical thinking and clinical reasoning skill (p = 0.198). However, as to subscales a significant relationship was disclosed.
Conclusion: Using critical thinking subscales, the quality of assistant exam selection can be enhanced, and the importance of these two issues in clinical decision-making and the promotion of clinical skills requires more attention in the field of health. This way, to upgrade training programs of assistants making changes and inclusion of activities seem to be indispensable.
 

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Letter To Editor

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