Showing 6 results for Pathology
Alireza Pishgahi, Shahla Dareshiri, Mohammad Bagher Owlia, Abolhassan Halvani, Nader Noori Majelan, Hassan Salman Roghani, Hosseyn Aghili, Mohammad Kermani Alqureyshi, Mohammad Hassan Lotfi,
Volume 9, Issue 3 (1-2010)
Abstract
Introduction: Active Learning Method (ALM) is a model in which students are active in the class. This aim of this study is to compare stability of information and satisfaction of students in classic method of lecture and active learning method. Methods: This descriptive cross-sectional study was performed on 48 medical students (29 females and 19 males) selected through census sampling method and spending their physiopathology courses in Yazd Shahid Sadoughi University of Medical Sciences. Some sessions from the courses of «respiratory, digestive, and urinary diseases» were selected. Two forms for assessing students' satisfaction were used as pretest and post-test. The stability of information was assessed by 8 essay questions one month after teaching. SPSS software was used for data analysis using descriptive statistics, Mann Whitney and McNemar tests. Results: Fifty six percent of students were generally satisfied with the project implementation. The median for stability assessment exam in classes held using ALM was 5 while it was 3.42 for classes using lecture method which had a significant difference (P=0.00). Conclusion: Active learning method increases information stability in students' mind after the teaching session.
Ardeshir Talebi, Peyman Mottaghi, Mohammad Dadgostarnia, Nosrat Noorbakhsh,
Volume 10, Issue 5 (2-2011)
Abstract
Introduction: In recent decades, a variety of teaching methods has been offered for teaching different fields of science, but the old method of questions and answer is still popular and in use. This teaching method, generally applicable to small groups, is based on questioning and finding answers by students which can increase active learning. This study evaluated students' viewpoints toward clinical pathology teaching in laboratory using question and answer method. Methods: For this study students were divided into small groups, then clinical questions and appropriate resources for finding the answers were provided for them. They visited several units of hospital laboratory and a tutor taught them on laboratory procedures and their clinical significance to find the answers. At the end of the course, students were questioned about this teaching method. Results: Sixthly seven percent of students believed that this method was more effective than traditional lecture method and 36.5% confirmed that group discussion was more beneficial than lecturing. But, 30% of students were against this method and opposed group learning. Totally, more than half of participants found this method effective and tended to learn clinical pathology through this method. Conclusion: About one third of students believed that lecturing alone is adequate for teaching clinical pathology but more than a half believed that presence at laboratory and the question and answer approach are effective and complementary techniques for learning this course. Learning through this method in laboratory is an effective way for teaching clinical pathology to medical students.
Rezvan Ojaghi, Mahmod Keyvanara, Mozafar Cheshmeh Sohrabi, Ahmad Papi,
Volume 11, Issue 9 (3-2012)
Abstract
Introduction: Today with development of university, that have the responsibility for scientific and ethical training of educated generation, plagiarism is not limited to special people and its ignorance especially in academic area will bring terrible consequence. Thus, it is necessary to discover reasons of plagiarism for preventing its growing development. This study aimed to explore experiences of faculty members in Isfahan University of medical science about the reasons of plagiarism.
Methods: This is qualitative study using in-deep interview. Participants were faculty members experienced at Isfahan University of Medical Science in 2011-2012. Purposive sampling was used. Sampling was continued until achieving data saturation.
Results: based on emerged finding reasons of plagiarism in academic community were categorized in the five groups: cultural, economic, upbringing, social and educational reasons.
Conclusion: Final findings were classified in internal and external categories. Internal factors are related to personal talents, self-perceptions and understanding that is achieving through family and social channels. External factors are environment force, which are effective on person's action. Person is influenced by environment consciously or unconsciously
Majid Valizadeh, Nourodin Mousavinasab, Akram Ahmadi, Ali Rostami,
Volume 13, Issue 3 (6-2013)
Abstract
Introduction: Medical education in general, and physiopathology teaching program in particular, have undergone a number of changes in recent years. Outcomes of recent reforms performed in undergraduate medical curriculum should be determined. The present study investigated the possible effects of a simple horizontal integration in curriculum of physiopathology phase on the attitude scores of the stakeholders including students and curriculum directors, and academic achievement of students.
Methods: In this descriptive cross – sectional study each physiopathology course marks and the mean of grand point averages of 287 students of physiopathology from 2001 till 2008 was gathered from the school office for education. These observed indices were compared between students who had passed discipline-based program and who had passed the integrated program. Also a researcher–made questionnaire was used for the survey of the physiopathology educators’ and students’ attitude. The data were analyzed using independent t-test and correlation to compare student marks and attitude scores.
Results: Total mean of students’ grand point averages in physiopathology phase was 14.3±.71 in traditional group and 14.49±.93 in the integrated group. The difference was statistically significant (p=0.047, t=-1.994). The score of educators' attitude was 3.22(±0.63) out of 5. Most of educators had positive attitude to course system and the score of students’ attitude was 3.21 (±0.35) out of 5.
Conclusion: Changing the curriculum in physiopathology phase to the integrated system improved students' academic performance. Also most educators and an average of students were satisfied with these changes. Thus, this change could affect teaching and learning process positively.
Pouyan Aminishakib, Fereshteh Baghai Naini, Sedigheh Rahrotaban, Sara Mortaz Hejri, Nosratollah Eshghyar, Fatemeh Hamidzadeh, Nazanin , Mir Saeed Yekaninejad,
Volume 19, Issue 0 (4-2019)
Abstract
Introduction: Today, one of the most important challenges in teaching oral and maxillofacial pathology is how to teach it to dental students. The purpose of this study was to review the implementation and evaluation of the Practical Pathology Curriculum in order to achieve the goals of applied pathology education for dental students.
Methods: First, a need assessment was conducted so that the view of students in the faculty of Tehran University of Medical Sciences who had completed the practical oral and maxillofacial pathology unit 2 during the last 2 years were collected using a questionnaire. Then, using the view of faculty members and considering the student opinions and reviewing the texts and similar experiences in other universities in the world, amendments were made to the course mentioned above. After the implementation of the modifications, we gathered the student’s view using the same questionnaire.
Results: In the need assessment phase, 92 students (controls) and after the implementation of the modification, 62 students (cases) completed the questionnaire. A significant improvement in the assessment of students in some items such as their overall assessment of educational quality (p = 0. 008) and the mean score of the questionnaire (p = 0. 00) was observed. Regarding the students grades in the final exam, after the implementation of the modifications, a slight improvement was observed although this was not statistically significant (p = 0. 431).
Conclusion: The above mentioned modifications results an improvement in the overall satisfaction of students with the teaching quality of practical pathology course, although the average score of the final exam did not show a significant increase.
Minoomitra Chahrzad, Amir Hossein Mahmoudi, Kourosh Fathi Vajargah, Abbas Khorshidi, Seyyed Mehdi Samimi Ardestani,
Volume 19, Issue 0 (4-2019)
Abstract
Introduction: Pedagogical Accreditation of educational institutes and Hospitals is an approach to ensure and promote the quality of education in Medical Universities. Forthe purpose of establishment in the universities, however, there are prerequisites that needs to be met before implementation. The purpose of this study was to determine the pathology of Guilan University of Medical Sciences preparedness to establish Institutional accreditation in educational Institutes and Hospitals.
Methods: Using qualitative approach and content analysis method this study was conducted. Data were collected through semi-structured interviews with 30 employees of Guilan University of Medical Sciences who were involved in the implementation of institution's accreditation. Similarly, purposeful sampling was useand continued until theoretical saturation. To analyze the data qualitative content analysis was used. Validity and reliability of data were confirmed and computed through Lincoln and Guba's reliability criteria. Results: Based on the interviews, two main components ofcultural background of the university with four subcomponents (i.e., organizational culture & atmosphere, individual culture of staffs, current attitude & motivation), and university structure with two subcomponents (i.e., organizational structure & resource allocation management) was identifiedas awkward pointsofthe university's readiness for establishing of educational accreditation of educational institutes and hospitals.
Conclusion: By improving the culture and atmosphere of the organization, individual culture of the employees, current attitude and motivating the staff, as well as designing the organizational structure for the institution's accreditation and allocation of appropriate resources in the university it is possible to make preparations for establishing accreditation of educational institutions and hospitals and finally, guaranteeing and promoting the quality of education in the universities.
