Showing 14 results for Computer
Mahnaz Bahadorani, Nikoo Yamani,
Volume 2, Issue 1 (6-2002)
Abstract
Introduction. Today, computer and information technology serve an increasingly important role in medical education. Since the faculty members have an essential role in medical education, this study was designed to assess their knowledge, attitude and computer skills regarding the application of computer and information technology in medical education.
Methods. A cross-sectional survey with stratified sampling method was carried out. 210 of the faculty members of all the faculties in Isfahan University of Medical Sciences completed a 60 item questionnaire which had three parts, each part including questions regarding attitude, knowledge and computer skills, respectively. Then the data was analyzed by SPSS software. Frequency distribution of all questions was calculated and also T-test, one way ANOVA, and Kruskal-Wallis were used for data analysis.
Results. According to the results 97.3% of the faculty members believed computer had an important role in promoting their scientific activities. The mean of the faculty member's knowledge which indicated their skills in using computers' routine softwares, electronic mail and searching online articles and databases was calculated 10.84 based on 20 and with the standard deviation of 5.5. The faculty members used computer and internet about 7.8±7.2 and 6.4±5.9 hours per week, respectively. There was a significant difference between faculty members' knowledge in different faculties but in comparing their knowledge based on their ranks and degree, no significant difference was observed. The comparison of the hours of using computer in different faculties showed a significant difference between them.
Conclusion. Most of the faculty members had a positive attitude towards the role of computer and internet in medical education but many of them lacked enough knowledge and skills in order to work with computer and internet. Therefore, it is necessary to take some measures in order to promote faculty members' knowledge and computer skills.
Davood Hosseininasab, Farahnaz Abdullahzadeh, Hossein Feizullahzadeh,
Volume 7, Issue 1 (6-2007)
Abstract
Introduction: Computer Assisted Instruction has been used widely in nursing and medical education. The aim of this study was to determine the effect of computer assisted instruction in comparison with demonstra-tion on learning vital signs measurement in nursing students.
Methods: In this quasi-experimental study, all first year nursing students in nursing school of Tabriz (n=30), participated in a pretest assessing their knowledge in measuring vital signs, and based on the achieved scores, were divided randomly into two control and experiment groups (15 subjects in each group). The experiment group received education on vital signs measurement procedure using computer assisted instruction in three sessions. Each session lasted for 2 hours and there was a week interval between the sess-ions. The control group received education under almost similar circumstances, using demonstration method. In the fourth session, all the students of both groups took the knowledge post-test with the same questions as the pretest. The comparisons were made using Mann-Whitney and Wilcoxon tests by SPSS software.
Results: Mean and standard deviation of achieved scores on pre-test and post-test for experiment group were 19.8±4.3 and 34.73±3.03, and for control group they were 22±5.8 and 33.73±4.97, respectively. Although there was a significant improvement in post-test scores compared with pre-test in both groups, no significant difference was observed between the post-test scores of the two groups.
Conclusion: Computer assisted instruction as an independent educational method, can improve learning in cognitive domain in nursing students the same as demonstration method. Therefore, computer assisted instruc-tion can be used for the enrichment of nursing education programs.
Majid Rashidtorabi, Mohammadreza Ahanchian, Mahmoud Saeedirezvani,
Volume 7, Issue 2 (3-2008)
Abstract
Introduction: Despite recent progresses in education through the web in so many countries, no systematic action has been taken in our country in order to establish online courses. The aim of this study was to deter-mine the attitude of the stake holders of these courses and the factors affecting their attitude.
Methods: Through a survey study the attitudes of 254 persons including departments’ heads, faculty members in Mashhad University of Medical Sciences, and general physicians participating in CME courses, selected through stratified sampling method were investigated. Among the existing factors, availability of hardware facilities, internet and software education, access to internet, and their relationship with the attitude of the participants were studied. The data gathering tools included a questionnaire consisted of 28 items with 5 point Lickert scale for assessing attitude and another questionnaire including demographic data, which were analyzed using frequency distribution indices and chi2.
Results: There was no relationship between access to facilities and education with attitudes of the three groups. But, there was a significant relationship between access to internet and their attitude.
Conclusion: Although the attitudes toward these courses were positive in total, but with regard to the low mean scores in the three groups, it is highly recommended to improve the attitudes toward online education through education and providing information regarding the advantages of such courses. It is also suggested to provide facilities such as access to internet and study more about other factors affecting human resources attitudes.
Ardeshir Talebi, Nosrat Nourbakhsh, Peyman Mottaghi, Mohammad Dadgostarnia, Vajiheh Vafamehr,
Volume 10, Issue 5 (2-2011)
Abstract
Introduction: In the classrooms of medical students, some times we can see problems that affect teaching quality. For solving common problems, some ways for effective teaching were selected. Including of pre-study, Computer-mediated learning package, quiz exam every teaching session, and group discussion. Then combination of this methods as PCQG model performed for pilot study in the kidney chapter of last edition of Robbins pathology text book. And the results were evaluated. Methods: This cross-sectional study was performed on Persian Bahman month according to solar year, term 88-89 for medical students of Isfahan University. Because of positive results again was done for next series of medical students in mehr 89. At first, student's were Asked to study before the classes, and for each of three sessions, one third of the text was determined (The pilot text was chapter of Kidney and urinary truct of 8th edition of Basic Pathology of Robbins). For this purpose a "training pakage" including of previous teachings and scan of the text was handovered a week before classes. Using Internet also was possible for the students. At the beginning of each sessions Quiz exam was given. In all sessions Insted of lecture, group discussion was conducted. Using multiple choice exam, likert scale questionnare and unstructural interviews with students, the effectiveness of this method was evaluated. Results: The results indicates that 75 percent of students received acceptable scors from Quiz exam, 71/9 percent received acceptable scors from MCQ exam (moderate or good), and 73/9 percent received acceptable scors from total exam. On the other hand in opinion of the students this method could engage students in active discussions properly. Also cause good assessment of students learning, during the course done. Conclusion: This method as a new effective teaching/learning model can be expanded for educating various courses for students of medical sciences. PCQG model can be applied in provincial and national levels. P= Per-study C= Computer mediated Communication Q= Quiz G= Group
Shahin Saeedinejat, Ali Vafaeenajar,
Volume 11, Issue 1 (4-2011)
Abstract
Introduction: E-learning is one of the usual educational methods all over the world. Rapid technological advances and easy access to Internet have had an effective role in the development of this method. The only factor needing more investigation is students' performance towards e-learning. This study was designed to compare the effect of two methods of e-learning and lecture on students' learning in the department of Health and Management of Mashad University of Medical Sciences. Methods: This quasi-experimental study was performed on 191students of different disciplines in the department of Health and Management. During the term, half of the courses were presented by lecture and the other half through e-learning. At the end of the term, the students' opinion toward the educational methods was asked using a researcher-made questionnaire. The exams covering the contents of both educational methods was administered in sparated sheets at the same time. The Data were analyzed by t-test and ANOVA through SPSS. Results: There was no significant difference between students' mean scores in attendance and e-learning courses. E-learning course was optimal regarding goal achievement and educational needs fulfillment, content, methodology, sequence, material and evaluation. There was a significant relationship between students' computer skills and their success in working with e-learning system as well as their scores on the on-line final exam (P=0.001). Conclusion: E-learning is a new and successful teaching method which needs continuity, enough time, and enhanced access to computer and internet in the whole society, in order to achieve its final goals. It is recommended to present some introductory courses in computer and internet for first term students to be able to overcome the problems of using e-learning system.
Moslem Najafi, Tahereh Eteraf-Oskouei,
Volume 11, Issue 4 (11-2011)
Abstract
Introduction::Using computerized simulation is one of the new methods in medical education. However, there is no report on applying this technique for teaching pharmacology in Iran. This study was conducted to assess the attitude of pharmacy students toward using this method in the teaching of practical pharmacology. Methods: This descriptive–cross sectional study was performed on pharmacy students (n=30) selecting practical pharmacology course in Tabriz University of Medical Sciences in 2008. A part of practical pharmacology was taught by computer simulation soft ware. Finally, students’ viewpoints were collected by a researcher made questionnaire. Data were analyzed by descriptive statistics through SPSS software. Results: The score of students' satisfaction with teaching practical pharmacology by computer simulation was 3.51±0.21. Effect of the simulation on better understanding of theoretical aspects of pharmacology was assessed more than 75% .Students’ learning and active participation were 76% and 82% more than the sessions held in laboratory respectively. About 80% of pharmacology students, attended in the research, asked for teaching 25-50% of the practical pharmacology course through computer simulation. The students' satisfaction means score with final exam assessment was 3.54±0.24. Conclusion: The results of the present study demonstrated that application of computer simulation was effective on improvement of deep and active learning of pharmacology in students of pharmacy. It seems that teaching methods of this course can be revised so that some parts of practical pharmacology can be taught by such computer simulation.
Amir Hosein Pishgooie, Foroozan Atashzadeh Shurideh, Amirhosein Barbaz, Armin Zareiyan,
Volume 12, Issue 6 (9-2012)
Abstract
Introduction: Due to development of educational systems and importance of education in the nursing profession, the necessity of using appropriate instructional methods for new theoretical and practical skills in students is clear. The purpose of this study is comparing the effects of three methods lecture, problem solving, and computer-assisted self learning on the drug calculation skill on third year undergraduate nursing students in Intensive Care Units.
Methods: This is a quasi-experimental, before and after intervention, three groups, in 63 third year undergraduate nursing students in Shahid Beheshti University of Medical Sciences during 2009-2010. Pre-test and post-test was taken using a researcher made written exam (with maximum score=20), before and after the intervention in all three groups to assess the effects of applied methods on learning. The Kruskal-Wallis and ANOVA tests were used for data analysis.
Results: The mean of pretests were: in lecture group, 2.21±1.60 in problem solving group, 2.48±2.23 and computer, 3.02±1.84 and posttests respectively, 15.45±2.34, 15.85±3.21, and 9.68±3.78. The increments of mean scores was significantly different among the three groups, according one-way ANOVA (F=14.785, P<0.001). Results revealed a difference between the computer-assisted self-learning group with the others, but no difference between the other two. The Kruskal-Wallis test showed a significant difference between students’ level of learning and learning methods (F=18.512, P<0.001).
Conclusion: The study showed all three methods affected learning, but the effect of computer-assisted self-learning was less than others. It may be due to inappropriate interaction between student with teacher and failure to allocate sufficient time for learning by students. The study recommends future studies be done larger sample sizes, and also on other courses.
Nikoo Yamani, Kobra Salehi, Nayyer Sadat Mostafavi, Mahsa Shakour,
Volume 13, Issue 11 (2-2014)
Abstract
Introduction: One of the proposed issues in modern education is the integration of new technologies with education. Information and communication technology is applied more than other technologies in the past few decades. The objective of this study is to investigate the effect of contextual factors on knowledge about information and communication technology (ICT) and using it by faculty members in Isfahan University of Medical Sciences.
Methods: This descriptive cross-sectional study was performed in Isfahan University of Medical Sciences on 234 medical teachers sampled through simple quota. Study instrument was a researcher made questionnaire for evaluating status of teachers’ knowledge and use of ICT. Content validity of questionnaire was approved by ten experts of education. Reliability of the questionnaire was 0.85 as measured by Chronbach’s Alpha. After gathering data, it was analyzed using descriptive and inferential statistical tests.
Results: Data achieved from 201 completed questionnaires showed that the mean score of self-evaluation was 3.98±1.15 for knowledge about computer and 2.98±0.71 for knowledge of computer. The knowledge about computer was higher among males compared to women, assistant professors compared to other scientific levels, and younger than 35 years compared to older. This differences was significant (p<0.05). A negative correlation was also observed investigating the relationship between knowledge and use of computer and internet with teaching years (p<0.05). Moreover, 62.2% of teachers used computers for 4 hours or more. Teachers younger than 35, used computer more than older. This difference was also significant considering clinical and nonclinical groups (p<0.05).
Conclusion: With regard to the results of this study, the knowledge and rate of using ICT is varied among faculties and lower than expected. This knowledge and use also reduce for clinical or old teachers. Therefore we should notice these factors for designing faculty development program.
Seyed Reza Mazlom, Mohammad Rajabpoor,
Volume 14, Issue 4 (7-2014)
Abstract
Abstract
Introduction : Electronic technology has been developed in health system like other areas. Application of electronic software for nursing process can facilitate this service. Foreign software cannot be an appropriate one for domestic use in terms of its language, clinical situations, cultural factors, and social variables. As a result, the aim of this study is to design and assess the local nursing process computerized software.
Methods : This study was conducted in two phases of software design and assessment. The first phase was implemented in 4 stages of “developing the steps of nursing process in accordance software”, “algorithm design”, “test” and “final revision”. The second phase included a pilot study with participation of 20 students and nurses performed in ICU ward of Ghaem hospital in Mashhad. These individuals performed nursing process on three clients using the newly designed software. Then their opinions were taken using a validated and reliable researcher-made questionnaire for assessing the software. Data was analyzed using descriptive statistics and mann withney.
Results: First phase of the study encompassed designing the software software menus included data base menu, patient's background information, registration of nursing process, setting, alarm, and help. In second phase, the results of pilot study showed that 81.3% of participants rated software as good or very good. The main advantages of the software, according to 90% of nurses, related to accuracy and preciseness of data compared to handwritten documents and facilitating the arrangement of client’s problems and according to 100% of the students, simplicity, sharing the labor, assessing the warning signs, and avoiding errors. The average of software evaluation scores by students was (84.3±5.83) out of 100 which is significantly higher than that of nurses (73.2±1.13, p =0.02).
Conclusion : Development of the local nursing software in accordance with our health system was feasible and associated with satisfaction among nurses and students. Application of this software leads to increased accuracy, decreased error, and shared labor that are counted as factors promoting patient care services.
Aazam Heidarzadeh, Mansooreh Azizzade Forouzi, Majid Kazemi, Yones Jahani,
Volume 14, Issue 10 (1-2015)
Abstract
Introduction: Resuscitation self-efficacy is defined as a judgment of perceived capability to organize and execute the process of care during cardiopulmonary resuscitation. It is believed to be an important factor in teaching vital nursing skills especially cardiopulmonary resuscitation. Therefore, this study aimed to investigate the impact of mannequin-based simulation and computer-based simulation on nursing students’ perception of self-efficacy in cardiopulmonary resuscitation.
Methods: This quasi-experimental study was performed on 64 nursing students who were randomly assigned to computer-based simulation and mannequin-based simulation groups. Data collection tool was a two-part questionnaire including demographic information and the perceived self-efficacy of cardiopulmonary resuscitation. The data were collected before and after two methods of teaching. Data were analyzed using measures of central tendency and dispersion, Mann-Whitney, and Wilcoxon tests.
Results: There was a significant difference in mean score and standard deviation of students’ perception of self-efficacy between mannequin-based group (Z=-5.23,P<0.0001) and computer-based group (Z=-4.15,P<0.0001) before and after intervention. Trainings provided to both groups of students increased their perception of self-efficacy, however, no significant difference was observed between the two groups (P=0.41).
Conclusion: Results indicated that both of the simulation methods increased the perception of self-efficacy in cardiopulmonary resuscitation therefore educational centers, depending on their situations and facilities, can use any of these methods in teaching students so that they will be prepared better to serve patients.
Milad Mehraram, Mahnaz Bahadorani, Zahra Baghersad,
Volume 15, Issue 0 (11-2015)
Abstract
Introduction: Today, e-learning is considered one of the efficient learning contexts in continuing medical education (CME). Participation in e-learning is dependent on learner’s level of preparedness. Therefore, this study aimed to determine CME learners’ knowledge, attitude, ability and preparedness in relation to e-learning. Methods: In this descriptive cross-sectional study, 300 learners attending 2014 autumn-winter CME programs in Isfahan University of Medical Sciences were selected by means of convenience sampling. Data were collected through a researcher-made questionnaire which was completed in continuing education sessions. The data were analyzed using descriptive and inferential statistics (independent t-test, Pearson and Spearman correlation coefficients). Results: The mean scores were obtained for ability and knowledge (37.23±8), attitude (74.18±3.4) and preparedness (60.22±7.8). Findings showed that there was a significant relationship between computer and internet usage time and learner’s ability and knowledge, attitude and preparedness for e-learning (P<0.001). There was also a significant relationship between learners’ knowledge and ability and their attitude and preparedness (P<0.001). Gender was found to have no effect on ability and knowledge (p=0.08), attitude (p=0.134) and preparedness (p=0.54) for e-learning. Conclusion: The results of this study showed that despite having the features of attitude and preparedness, CME learners did not have the necessary knowledge for receiving information electronically. It seems that authorities should take necessary measures to implement this teaching method in order to promote learners’ knowledge.
Atiye Faghihi, Saeideh Daryazadeh, Nikoo Yamani,
Volume 17, Issue 0 (4-2017)
Abstract
Introduction: In any change in the assessment system, students’ opinions as one of the main stakeholders is of great importance. These opinions will help planners overcome the problems and weaknesses and guide them towards corrective measures. The aim of this study was to investigate medical students’ experiences of pre-internship electronic exam in Isfahan and Kashan Universities of Medical Sciences in 2016.
Methods: This qualitative study utilized directed content analysis approach. Participants included 17 medical students participating in the first pre-internship electronic exam and were selected through purposive sampling. Data were collected through individual semi-structured interviews. The interviews were recorded with participants’ permission and then transcribed. The data were analyzed in MAXQDA-10 software.
Results: Three main categories emerged following data analysis including “strengths”, “weaknesses” and “solutions and recommendations”.
Conclusion: This study elicited students’ experiences as one of the main stakeholders in the assessment system. The results indicate students’ satisfaction with participating in the pre-internship electronic exam and the students suggested that other exams should be held in this way.
Saeideh Daryazadeh, Shahram Shayan,
Volume 17, Issue 0 (4-2017)
Abstract
Introduction: In the era of increasing development of electronic technology, using technology and making favorable changes in student assessment have a prominent role. The purpose of this study was to review the evolution process of student assessment methods in medical education and report its process in Iran based on the 8-step model) In Line with the Package for Medical Sciences Assessment System and Tests Promotion).
Methods: In this narrative review, databases of SID, Magiran, PubMed, Eric and Google Scholar were searched for articles published from 1950 onward in Persian and English using the keywords assessment, computerized test, evolution, change and medical education.
Results: A total of 28 highly relevant articles were reviewed from 76 publications. Based on the 8-step model of change, the evolution process of student assessment has occurred as 1: creating necessity, 2: forming a powerful coalition, 3: creating a vision for change, 4: communicating with the vision, 5: removing the obstacles, 6: creating short-term achievements, 7: founding and building the change, 8: institutionalizing the change.
Conclusion: The eight steps of change and evolution of Graduate and Medical Education Council tests have been administered with due precision in Iran. Given the challenges facing each change and in line with more favorable administration of this process in the coming years, identifying existing executive problems and contributing to resolve them would be an effective and constructive step forward.
Peyman Mottaghi, Arash Najimi,
Volume 18, Issue 0 (4-2018)
Abstract
Introduction: Lecture and computer-based teaching are two important methods for the teaching of medical students. However, comparison of the effectiveness and efficacy of both of these methods shows substantial deficiencies. The aim of this study was to compare the effects of lecture and computer-based teaching methods on the learning of medical students taking introduction to clinical medicine (ICM) courses at Isfahan University of Medical Sciences.
Methods: This study was a quasi-experimental research which was conducted in Isfahan University of Medical Sciences. Research population included students taking ICM courses in two consecutive semesters. The first group of students were assigned to the control group (n=67) and were taught rheumatology through in-class lecture method while the second group of students (the intervention group) received computer-based teaching. For evaluation and comparison of the effects of the intervention on learning, two multiple-choice question tests were administered at the end of the training course and 8 weeks after the intervention.
Results: No significant difference was found between the mean scores of the two groups in the first test (p=0.77), but the difference in the second test was significant (p<0.001). The computer-based teaching group performed better in recalling of the learning materials.
Conclusion: Although short-term results were similar in both groups, long-term learning and recalling were greater with computer-based teaching than with lecture.
