Showing 3 results for Vahidi
Reza Gholi Vahidi, Nasrin Danesh Khah, Madlin Araks, Hossein Koshavar, Asghar Mohammadpour,
Volume 6, Issue 2 (Autumn 2006)
Abstract
Introduction: Most of previous studies have focused on factors affecting learning during nursing educational program, and a few researches have been conducted on students’ achievements. The present research aimed to determine nursing students’ and instructors’ viewpoints regarding the level of skills gained by students during internship in Tabriz University of Medical Sciences. Methods: In this descriptive study conducted in 2003, 74 bachelor nursing students attending internship program and 33 instructors were selected using census method of sampling. A researcher made questionn-aire with five point Likert scale and including 96 questions was distributed as self-administered. The questionnaire covered a variety of dimensions such as providing services for patients, patient care, patient safety, management skills, quality improvement, and patient education. The data was analyzed by SPSS software using frequency distribution, and Chi2. Results: The achieved professional abilities in all dimensions were not satisfactory. There was a significant difference between students’ and instructors’ viewpoints, on the level of professional skills in patients’ services, patient care, management skills, quality improvement, and patient education. Conclusion: Students’ professional abilities during internship program were not optimum. The gap is probably due to the absence of good, supportive and incentive environment, or due to the lack of appropriate stewardship and management mechanisms.
Mahdi Amirnia, Faezeh Mohammadi, Reza Goli Vahidi, Mohammad Mohammadzadeh, Morteza Gojazadeh, Seyyed Ahmad Hejazi, Alireza Zadegan,
Volume 12, Issue 4 (7-2012)
Abstract
Introduction: Learning about the viewpoints of participants on different aspects of continuing medical education programs is of great importance. The aim of this study was to determine general practitioners’ views toward quality of these programs.
Methods: In this cross-sectional descriptive study, the survey population included 267general practitioners selected from among participants of CME programs in Tabriz University of Medical Sciences from October 2010 to March 2011 using convenience sampling method. The data collection tool was a researcher-made questionnaire. After confirming the validity and reliability of the questionnaire, data was collected and then analyzed.
Results: Findings showed that 64.8 % of participants were male and 92.1 % had experienced continuing education programs before. 62.9% of physicians rated the program success rate high and very high in providing up-to-date knowledge for physicians. 74.5% indicated that instructors had shown respect and rated their conduct high and very high. According to 41.2%, the possibility of sharing participants’ experiences in discussions was low and very low. A sum of 79.8% pointed out that a need for planning CME programs based on common public health and treatment problems is high and very high.
Conclusion: Applying new teaching methods and encouraging participation of physicians in planning and implementation of programs and continuous needs assessment is felt essential to improve the educational programs.
Mehrad Aghili, Elnaz Vahidi, Mohammad Reza Poormoshir,
Volume 22, Issue 0 (4-2022)
Abstract
Introduction: Game-based learning (GBL) is rapidly becoming a trend in academic education. In effect, games can be used in multidisciplinary interventions; this way, the module can be developed for a specific assistant education environment. It can also remove major barriers to medical education. This study endeavored to implement and investigate the efficacy of GBL in emergency medicine (EM) residency program based on residents’ point of view.
Methods: This is a cross-sectional interventional study that describe the implementation of GBL and evaluation of its efficacy on EM residents learning through Dundee Ready Education Environment Measure (DREEM) questionnaire. The population was all EM residents and the course was nearly held for 10 months. GBL scenarios were first designed by EM attendings and validated after several sessions by experts in medical education. After implementation the course, two valid questionnaires were sent to EM residents and results were assessed.
Results: Forty-two emergency medicine residents were enrolled in this study. The mean age of participants in this study was 35. 767. 36 and 59. 5% of participants were males. Overall, feedbacks from residents about the efficacy of GBL course were positive. Most of them found GBL interesting, exciting and effective in learning.
Conclusion: EM residents were mostly agreed on continuation of GBL course. Game-based learning increased students' motivation and participation.
