Showing 5 results for Objectives
Iman Adibi, Mahsa Kianinia,
Volume 5, Issue 2 (12-2005)
Abstract
Introduction: In recent decades, medical education has been following new approaches to early clinical exposure. This study was designed to determine early clinical exposure (ECE) objectives and their availability and importance from the participants’ viewpoint.
Methods: In a descriptive study, 70 students who had participated in ECE at Isfahan Medical University were asked to complete a questionnaire based on ECE goals in other similar studies. The questionnaire included 22 items based on Likert scale and asking about two aspects of importance and availability of objectives. The total score for importance and availability and their relationship are reported. Items resulted in the greatest degree of agreement are presented as well.
Results: Seventy two percent of the students took part in the study and Cronbach’s alpha for the questionnaire was equal to 0.91. The median of all items indicating the importance of objectives was 4 and higher. The availability items had the median score equal to 3 in 7 items and equal or greater than 4 in the rest of items. The mean of total importance score was 3.98±0.7 and of total availability score was 3.51±0.53 out of 5. There was a small correlation between importance and availability of objectives.
Conclusion: The determined goals were appropriate for our ECE program in the case of importance and availability but more attempts is needed to help students with basic sciences and clinical education integration. This study provided a good model to determine ECE objectives based on each university’s specific needs. More studies are recommended to design these educational goals in an objective manner.
Tahereh Toulabi, Fatemeh Janani, Ebrahim Qurban Mohammadi,
Volume 8, Issue 2 (3-2009)
Abstract
Introduction: Evaluating the educational programs from the viewpoints of graduates may identify the weaknesses of such programs and provide the opportunity for their improvement. This study was performed to determine the appropriateness of educational programs for professional needs from the viewpoints of graduates of Khorramabad School of Nursing and Midwifery. Methods: This descriptive cross-sectional study was performed in the years 2006-2007 on 407 nursing and midwifery graduates who had graduated during 1999-2005. A questionnaire containing items about demographic data, appropriateness of educational programs objectives for professional needs, and factors influencing the quality of educational programs was sent to participants by mail and completed by them. The data was analyzed by SPSS software using descriptive statistics and Chi-square. Results: Most of the nursing (72.9%) and midwifery (72.4%) graduates evaluated their competencies in taking care of patients as high. They also evaluated the training courses more effective on professional efficacy compared to practical and theoretical courses. From the graduates' points of view, the acquired skills during their academic years fulfilled their professional needs moderately, and lacking the essential skills made the nurses more strained than the midwives (37.1% and 22.4%, respectively). Factors affecting the quality of educational programs were reported by the graduates to be qualified faculty members and instructors, facilities for clinical education, educational environment, used teaching methods, educational facilities of the school, and the availability of scientific resources. Conclusion: professional needs of nursing and midwifery graduates are not fully covered by educational programs. It seems necessary to change the educational programs and provide required means and facilities in order to achieve the professional objectives and train skilled and productive human resources.
Shervin Farahmand, Hoseyn Asl Soleymani,
Volume 10, Issue 1 (4-2010)
Abstract
Introduction: Predetermining practical educational objectives and confronting students with equal educational opportunities based on the objectives, thorough logbook is regarded as part of their final evaluation. Investigating the manner of completing different parts of the logbook by interns in emergency ward is the aim of this study. Methods: This descriptive cross-sectional retrospective study was performed on all logbooks filled by interns from April 2006 to May 2007 in emergency ward of Imam Khomeini Hospital. Data was analyzed by SPSS software using descriptive statistics. Results: In total, 388 internship logbooks were investigated which belonged to 221 male (56.96%) and 167 female (43.03%) interns. Considering all concerned activities, 75.98% of interns at least one time, 49.36% one time less than expected, and 32.25% completely performed, participated, or observed the activities expected in the ward. Conclusion: By using logbook in emergency ward, interns could be guided in performing activities expected in the ward but effective use of logbook requires further familiarization of interns with logbook as well as proper supervision on the manner of its completion. The present logbook needs some modifications. It is recommended to design a comprehensive logbook in order to have a uniform education throughout the entire internship course and cover all practical educational objectives.
Morteza Rafiei, Nafiseh Zaghian, Azitta Rostami, Azitta Tavakoli, Mojdeh Ghiasi,
Volume 10, Issue 1 (4-2010)
Abstract
The advance in educational sciences has demonstrated the effective role of behavioral theories in changing individuals' knowledge, attitude, and habits. Therefore, in order to have efficient and effective training about nutrition especially in group education sessions, applying curriculum development principles in determining educational content is inevitable The problems and obstacles in having effective nutrition education in units dealing with nutrition education especially in group sessions includes: lack of effective models and strategies for nutrition education, relying only on routine diets and providing different and unreliable information by different members of the treatment team for the patients. These problems motivated us to present this article in order to attain three general objectives. First, introducing general principles for education and group counseling in order to enhance the efficacy of nutrition education second, investigating factors affecting the quality of nutrition education through pointing to some important subjects and the third, providing a clear description for some behavioral attitudes and their related learning activities which are effective in nutrition education. This work explains that achieving educational objectives for making proper changes in patients' behavior is due to development and designing an appropriate educational model and guide. In such model, the structure of educational sessions, the procedure for nutrition education, the educational content, the educational strategies, and learning activities are based on curriculum development principles in which related behavioral elements have been considered.
Hossein Kareshki, Somaye Bahmanabadi, Fatemeh Baluchzade,
Volume 13, Issue 2 (5-2013)
Abstract
Introduction: Environment and perceptions about it play an important role in educational performance and its associated processes. Study of these relationships is valuable in educational process improvement. Therefore, this study investigated the relationship between perceived classroom assessment and achievement objectives with nursing students' academic achievement.
Methods: This descriptive correlative study included undergraduate B.A students of nursing and midwifery school in Mashhad University of Medical Sciences who were enrolled within 2011- 2012. A sample (n-220) was selected through stratified random sampling based on gender. Participants completed perceived classroom assessment, and Midgly et al’s goal orientation questionnaire. Also, students' grand point averages were used to measure academic achievement. Data was analyzed using LISREL software using appropriate statistical tests according to variable types such as Pearson correlation coefficients and path analysis.
Results: There was a significant negative relationship between perceived mastery classroom assessment and academic achievement (r= -0.20, p<0.01). On the other hand, a relationship was observable between approach goals and academic achievement (r= 0.24, p<0.01). Also there was a significant positive relationship between mastery goals and perceived learning-oriented classroom assessment (r= 0.21, p<0.01). The causal model about relationship between mastery based class assessment and academic achievement mediated by achievement goals orientation was confirmed.
Conclusion: Structures of classroom assessment can affect objective-based achievement procedures and academic performance. Therefore the type of evaluation and its consequents should be considered in developing educational methods.
