Showing 2 results for Program Evaluation.
Soheila Ehsanpour,
Volume 6, Issue 2 (12-2006)
Abstract
Introduction: At the end of their education, nursing students have to acquire the minimum capabilities, essential for their professional job. The aim of this study was to determine the achievement of minimum learning requirements by midwifery students in School of Nursing and Midwifery of Isfahan University of Medical Sciences. Methods: A descriptive study as an educational evaluation based on CIPP (Context, Input, Process, and Product) model was performed. The study sample included 36 midwifery students from two educational periods who were prepared for their final practical exam. Data collection tool was a questionnaire which was developed through Delphi technique using experts’ views. The questionnaire assessed 12 courses including 61 units by asking about watching, listening, reading, and experiencing some tasks as well as their capability in doing those tasks. The data was analyzed by SPSS software as frequency distribution. Results: More than 90% of the courses were taught according to the outline approved by Cultural Revolution Committee. Concerning clinical education, the students did not have enough experience in uncommon cases such as breech delivery, using forceps and women’s cancer. In some cases such as neonate resuscitation, the student had no experience at all. Conclusion: In some cases, the students did not have enough experience in gaining the needed skills. It is suggested that teachers use new and active methods of teaching and take advantage of film, moulage and other audio-visual equipments for teaching unique cases.
Mostafa Dehghani, Athar Omid, Vahid Ashourioun, Maryam Avizhgan, Atousa Esmaeilee, Mohammad Reza Akhlaghi, Parvaneh Nasri, Marzieh Hosseini, Ali Asilian,
Volume 10, Issue 5 (2-2011)
Abstract
Introduction: Various studies show that Log book can be also used in evaluation of medical course curriculum in clinical level in addition to evaluation of students’ achievement and their level of competencies. This article was to investigate the applicability of this new usage of Log book . Methods: Logbooks were designed by faculty members through various sessions in clinical departments in six sections of introduction, outcomes and essentials of learning, disease exposure case reports, communication skills evaluation, procedural skills learning in the morning and at the time of shift. Logbooks were filled by students and returned.Then, frequency of observed cases by students and the fields used by the departments were calculated. Results: The students had not observed 5 diseases (26%) in orthopedic Dept., 6 diseases (50%) in neurology Dept., 15diseases (68%) in infectious diseases Dept. and 1 disease (6%) in toxicology Dept. But, all diseases had been observed in ENT Dept by students. Log books in Dept. of internal medicine were so incomplete that their data were not usable. Departments of orthopedics and neurology from outpatient clinics, Department of infectious diseases from hospitalization ward, Department of toxicology from emergency had the highest usage. Discussion: If students, faculty members and residents in educational departments know well about the importance and role of logbook and observe its function results, logbook can be used for evaluation of educational curriculum.
