Showing 5 results for Rokhi
Farideh Farokhi, Nahid Golmakani, Mahin Tafazoli,
Volume 10, Issue 4 (1-2011)
Abstract
Introduction: Final comprehensive exam is the most important examination for midwifery students to evaluate their professional ability. Since this is the main concern of the students in their educational period, this study was designed to investigate the attitude of undergraduate midwifery students about this exam in Mashhad Nursing and Midwifery school in 2008.
Methods: In this descriptive study, 33 midwifery students who had passed their final exam in 2007 were selected by cross sectional sampling method. The data were collected by researcher made questionnaire, and were analyzed by descriptive statistics and Pearson correlation-test and ANOVA by SPSS software.
Results: Based on the results, students’ attitude about final-exam was desirable (80.15%±12.10%). Obedience of ethical and professional principles was in the highest level (84.66%±18.68%) but adequate time for patients’ management was in the lowest level (71.02%±10.51). Students scored final exam in maternity unit, in gynecology clinic, prenatal care clinic and maternal care so that mean and standard deviations were 15.80±51.10, 81.38±11.78, 80.82±13.91, 74.54±16.92 out of 100 respectively. There was a significant relationship between students’ information about evaluation forms of final-exam and their attitude to that (p=0.001).
Conclusion: Midwifery students’ attitude to final exam was in appropriate level. It is essential to promote exam condition and students preparation through making them more familiar with evaluation forms in addition to continuation of the present programs.
Hadi Abbasi, Mohammad Reza Falsafinejad, Ali Delavar, Noor Ali Farrokhi, Mohammad Ali Mohagheghi,
Volume 13, Issue 3 (6-2013)
Abstract
Introduction: Despite the widespread use of pre-internship comprehensive test and its importance in medical students’ assessment, there is a paucity of the studies that can provide a systematic psychometric analysis of the items of this test. Thus, the present study sought to assess March 2011 pre-internship test using classical and latent trait models and compare their results.
Methods: In this cross-sectional descriptive research, item analysis based on classical model was conducted by calculation of difficulty and discrimination coefficients, estimation of reliability by Cronbach’s alpha coefficient method and distracters analysis by comparing distracter proportions using EXCEL software. NOHARM4 software was also used to assess test dimensionality. To assess items parameters (difficulty, discrimination, guessing, information functions, and standard error of measurement) latent trait models and BILOG-MG3 software were used.
Results: According to the classical test theory, 30 items (15%) were in the acceptable range of difficulty and discrimination coefficients. Test reliability coefficient was 0.913. Seventy three items (36.5%) had problems with the distracters. The analysis of test dimensionality indicated that the test was unidimensional. Using Three-Parameter Logistic Model, we obtained the mean and standard deviation of items parameters, i.e. item difficulty (0.321, 1.874), item discrimination (1.021, 0.666), and item guessing (0.209, 0.082). Maximum test information function was between 1.0 to 2.8 ability levels, and the test had lower information compared to the higher levels of ability at cutting scores.
Conclusion: The findings indicate that analyses of latent trait models can be used to overcome the limitations of the classical test theory.
Heji Mohammad Nourozi, Farkhondeh Rokhi, Hossein Karimi Moonaghi,
Volume 13, Issue 7 (10-2013)
Abstract
Introduction: Since technology has an important role in the improvement of educational quality, finding better methods of teaching and learning and improving equipment and teaching materials is emphasized. Regarding this, two educational methods- presentation by the instructor and video presentation, were offered and their effectiveness on nursing students’ learning skills was compared.
Methods: This quasi-experimental study was carried on 48 nursing students of Mashhad nursing and midwifery school. One group received training through video film and the other were taught by instructor demonstration. Both had opportunity for practical exercise. The students’ learning was assessed via questionnaires and checklists in OSCE. To compare the scores of the two groups, the independent T-test and Mann Whitney U test were used.
Results: The results indicated that the average grade for insertion and remove of NG tube, putting on and taking off the gloves in a non-surgical way in the instructor-led demonstration group was more than the video-presentation group (p<0.020). But in the case of hand scrub in a non-surgical way, the results did not indicate a significant difference (p<0.077).
Conclusion: Video presentation showed to be less effective. This research confirms the superiority of instructor-led training for practical skills. Of course, in cases where live presentation- due to lack of instructors or equipment- is not possible, video-presentation as an alternative or as a complementary method could be used.
Farahnaz Sadoughi, Zahra Meidani, Mehrdad Farzandipour, Abdoulhossein Davoodabadi, Alireza Farrokhian, Hamidreza Gilasi,
Volume 15, Issue 0 (11-2015)
Abstract
Introduction: Studies indicate that using behavior changing interventions may improve medical record documentation. This study aimed to examine the effect of feedback and incentive mechanisms on medical record documentation among surgery residents in Kashan University of Medical Sciences. Methods: This quasi-experimental study examined the effect of feedback and incentive mechanisms on 19 surgery residents’ medical record documentation in Kashan Shahid Beheshti Hospital in 2013-14. During three phases of pre-intervention, post-intervention and 3 months after intervention, five medical records for each resident (total=95) were selected and assessed using a checklist. Data were analyzed by means of t-test and Wilcoxon test. Results: There were significant changes in surgical residents’ medical record documentation during pre- intervention, post-intervention three months after intervention (P=0.0001). Findings showed that the rate of documentation in medical history form, course of disease, reception and discharge summary, and surgery report had significant changes after the interventions (P= 0.0001). Conclusion: Since the results showed that feedback and incentive mechanisms had positive impacts on improving residents’ documentation behavior, it is suggested that residents’ documentation performance should be regularly assessed and feedbacks be provided for other residents and stakeholders.
Mehrnoosh Khoshnoodifar, Payman Mottaghi, Mohammad Reza Ghaderi Ghahfarokhi,
Volume 20, Issue 0 (4-2020)
Abstract
Introduction: The development of different approaches to e-learning at various levels, including higher education, is a reality that advanced and evolving societies face. The shortcomings of pure online e-learning are nowadays leading different educational institutions towards a hybrid educational approach. In this study, this study endeavored to examine one of these experiences in hybrid classrooms and to investigate the possible effect of applying this approach on students' academic performance and their satisfaction with this hybrid learning method.
Methods: This research is a quasi-experimental study. The study population of elementary medical students in the second semester was 98-97. A total of 140 people were included in the study by sampling method and were divided into two groups of 70 people in face-to-face education and 70 people in the combined education group. Satisfaction tool was a researcher-made questionnaire and the level of learning was assessed using a four-choice option at the end of the semester. Independent t-test is used to compare the means of the groups.
Results: The mean and standard deviation of the satisfaction score in the combined group was 72.37±10.04 and the mean satisfaction score in the training group was 66.81 9 9.9. The difference between the two groups was significant (p<0.04, t=3.29). The mean and standard deviation (end-of-semester test score) were 15.73±4.13 in the face-to-face training group and 17.49 08 5.08 in the combined education group and were significantly higher than the face-to-face training group (p<0.02) , t=2/24).
Conclusion: The findings revealed the level of satisfaction and learning in the hybrid group group was significantly better than the in-person training group.