Showing 100 results for Medical Student
Mehrdad Hosseinpour, Akbar Behdad, Hossein Samii,
Volume 1, Issue 3 (6-2001)
Abstract
Background. Educational curriculum assessment is an integral part for educational programs of Ministry of Health and Medical Education. The present survey, studies the situation of education for interns in surgery ward of AlZahra Hospital. Methods. This study is an analytic survey which was performed on 123 medical interns who passed their surgery courses in Alzahra Hospital in the year 2000. In order to evaluate their opinion about education in surgery department, a questionnaire including 13 variants was completed and was finally analyzed. Results. Mean of the scores was 11.23±42.4. Four main factors including education in operating room, education in emergency ward, residents attitude towards interns in regard to education and interns evaluation method were the most important factors in changing the overall score (P=0/05). Conclusion. Considering the efficiency of education in operating room, it is recommended to improve this kind of education by applying necessary changes in order to achieve a higher quality education in surgery department.
Abol Ghassem Amini, Mohammad Barzegar, Farhad Hatamy,
Volume 1, Issue 4 (12-2001)
Abstract
Abstract Introduction. This survey was performed to assess the competency level of last year medical students (Interns) in performing 20 selected basic clinical procedures as well as the effect of learning opportunities on their competency level. Methods. 200 randomly selected interns were asked to fill a questionnaire in order to self-assess their competency in performing 20 procedures and to record the ones they used in practice. These procedures were selected from current educational programs, according to expert opinion. They were also asked about the related learning opportunities they faced in clinical wards. The 20 selected procedures were divided into three groups by employing factor analysis with Varimax rotation (KMO=0.87). Results. The mean level of skills for the first group (general techniques) was 51.4%. Students assessed their level of skills "poor" for lumbar puncturing, airway intubation, splinting, chest tube insertion, and removal of superficial foreign bodies from the ear and the eye. They learnt most of the techniques through observation. Most of the students performed the procedures without direct supervision of teachers or residents. The majority of the students did not have the opportunity to use manikins for learning. Conclusion. The results suggested that competence of the students in performing most of the procedures was insufficient and most of them did the procedures without the needed training. It is recommended that using some educational facilities including skill labs and student assessment methods including OSCE (Objective Structured Clinical Evaluation) can play an important role in improving students’ level of skills in performing clinical procedures, especially before working as interns at clinical wards and in order to respect patients’ rights.
Mohammad Reza Sharifi, Hossein Taheri Nassaj,
Volume 1, Issue 4 (12-2001)
Abstract
Introduction. The attitude of medical students towards their own discipline will have an effective role in major plannings of the government concerning the field of medicine. This study aims to assess students' attitude towards studying medicine, and to determine the relationship between students' attitude and their demographic characteristics. Methods. A cross–sectional descriptive study was done in April 1999. A checklist containing 30 phrases for assessing attitude was distributed among medical students in different years of study. 380 completed questionnaires were collected, then the mean of attitude was calculated based on the grade of attitude for each question using Likert scale. The statistical methods including one way ANOVA and Pearson correlation coefficient were used to compare the correlation between the grade of attitude and demographic characteristics. Results. The mean of students' test grade was 73.78 which was less than the mean of total test grade. There was a significant relationship between students' attitude and their gender, so that the females had a higher degree of attitude than males. Also, the attitude grade decreased with increment of age and years of study. In comparing the students attitude and their marital status and being local or not, no significant relationship was found. Conclusion. It is concluded that about 90% of the students had a mean degree of attitude less than total test grade, suggesting that most of them had a negative attitude towards education. Female students had a more positive attitude comparing to males.
Iman Adibi, Zabihollah Abedi, Mehrdad Memarzadeh, Peyman Adibi,
Volume 2, Issue 1 (6-2002)
Abstract
Introduction. Encountering clinical environments as an inseparable part of studying medicine could bring about tension and anxiety for medical students. Early clinical exposure has been suggested in order to decrease these stresses and to motivate students for a better attitude and awareness. This study was performed to determine the effect of a short-term period of exposing to clinical environment on medical students' attitude toward medical education and their future career.
Methods. In an interventional study performed as pre-test/post-test, 45 first and second year medical students were encountered clinical environments in rounds, operating rooms, emergency wards and out patient clinics, under the supervision of a mentor. They experienced one night in emergency ward. Students’ attitude was assessed by a questionnaire using Likert scale.
Results. The score of attitude towards the effectiveness of medical education elevated (31%) at the end. While the score of attitude towards medical profession was 12% less than the first day. More positive change in attitude towards medical education was seen in women but this difference was not seen in attitude towards medical profession. 86% agreed or strongly agreed with necessity of this program for first year medical students96% thought that this course had motivated them to study more at school and the same rate said that this course made learning medicine more attractive and enjoyable. All of the students wanted to come to the hospital in the future, voluntarily. 65% mentioned that medical profession was more difficult than what they had thought. 35% agreed or strongly agreed that patients appeared different from what they had imagined before.
Conclusion. This study clearly showed the effect of early exposure to clinical environment as a place for both education and patient care. Although the sample size and conditions of the study do not allow us to generalize the results to medical students’ population, the intervention influenced a positive change in medical students’ motivation for learning during their study years. It made them more aware of their future career.
Masoud Roudbari, Raheleh Shariati,
Volume 2, Issue 1 (6-2002)
Abstract
Introduction. The comprehensive basic science exam is the most important exam for medical students which can assess their capabilities in mastering general medicine. The experience has shown that the unsuccessful students face difficulties during later periods. This survey aims to determine the role of educational and demographic factors in basic sciences examination results.
Methods. All the students who took the comprehensive exam (73 persons) participated in this descriptive-analytical study. In order to get the related factors, the score of the basic sciences courses, the result of the final basic sciences examination and the students’ demographic charachteristics were obtained from their files. These data were ananlyzed by SPSS software and the Relative Risk of failing in comprehensive exam was determined.
Results. Twenty students out of 73 failed the examination. The Relative Risk (RR) of failing in the final basic sciences examination for those who obtained bad mark in Histology, Immunology and Health 3 were 10.32, 4.55 and 4.11, respectively and were significant. The Relative Risk of failing for dormitory residents, students selected through Quota system and those who finished basic sciences in more than 5 semesters were 7.2, 3.4 and 3.1, respectively and were significant. Regression model showed that the important independent variables which correlated to our response variable were Embryology, Psychology, Physiology2, Histology and Microbiology.
Conclusion. The variables such as quota system selection, the period of basic sciences, and residency in university dormitory have important roles in the results of basic sciences examination. The courses of Physiology 2, Microbiology, Histology and the variable of quota system selection, due to having large and significance Realtive Risk, are the most important variables correlated to the score and result of the comprehensive exam.
Farzad Fatehi, Mehdi Ghassemi, Masih Sabouri, Elaheh Refaei,
Volume 2, Issue 1 (6-2002)
Abstract
Introduction. The medical emergencies need not only clinical skills but also proper capabilities of the physicians. Meanwhile, researches show that young physicians are not properly trained to encounter the events threatening patients' lives. So, this study was designed to investigate the effect of an innovative emergencies course on clinical skills of medical students facing emergency patients.
Methods. A semi-experimental interventional study was performed as pre-test/post-test in September 2002 in Ayatollah Kashany teaching hospital affiliated to Isfahan University of Medical Sciences. The duration of the designed course was one month and had two theoretical and practical sections. Fifteen students who had passed internal medicine and surgery courses were chosen and divided into five groups. The students' attitude towards their capabilities to encounter emergencies was asked at the beginning and at the end of the course by questionnaires. Also, at the end, the students filled an attitude questionnaire regarding the whole course. The data was analyzed with Wilcoxon test. The mean and standard deviation were calculated.
Results. In most fields except ear, nose and throat section (E.N.T.), students assessed their capabilities at the end of the course higher than before.
Conclusion. This course was designed mostly on trauma emergencies. The result showed the positive effect of emergency medicine education in improving the self confidence and capabilities of medical students and revealed the need to include this course as a part of medical education.
Tahereh Changiz, Peyman Adibi, Mohsen Hosseini, Mina Tootoonchi,
Volume 3, Issue 1 (6-2003)
Abstract
Introduction. To improve the quality of dissertations (as a mandatory course) in general medicine (MD) program, it is useful to know the viewpoints of supervisors about different issues and problems in their supervision process, i.e. the objectives of the course, facilitation methods for learning, problems of the practical phase, and their ideas about the course efficacy. This study explores supervisors' views concerning the thesis process and its related problems in Isfahan University of Medical Sciences.
Methods. 106 supervisors from Medical School participated in this cross sectional descriptive study. A self-administered questionnaire, which proved to be valid and reliable was used for data collection. The questionnaires were completed individually in the participants' office or School. SPSS software was used for data analysis. Results were analyzed according to the frequency distribution of variables and compared by t- test and ANOVA.
Results. According to the supervisors, the most important problems were allocating appropriate budget, approving the research proposal by the department and school councils, instructing students about literature review and article writing, and not being informed about national research priorities. They considered "learning research methodology" as the main objective of dissertation. Most of them agreed on it as a necessary course for MD program, but believed that students usually faced shortage of time. They claimed that offering thesis as an elective course would improve the quality of the projects.
Conclusion. Dissertations in general medicine program are facing some problems. It seems that shortage of time brings about limitations in doing and supervising the projects. It is recommended to revise the approval process of thesis proposals. Moreover, involving students in the preplanned researches, improving the supervisors knowledge in research methodology and statistical analysis, announcing research priorities, and revising the course plan may improve the quality of dissertations.
Ahmadreza Zamani, Behzad Shams, Ziba Farajzadegan, Sayedeh Maryam Tabaeian,
Volume 3, Issue 1 (6-2003)
Abstract
Introduction. The clinical competencies of a physician is usually judged based on his(her) communication skills. Teaching communication skills is one of the important subjects in medical education, whereas it has not been considered in medical education curriculum of the country. Due to the involvement of the faculty members in medical education system, their viewpoints concerning educational matters is of special importance. This study was performed to determine the faculty members' viewpoints in regard to teaching communication skills to medical students.
Methods. In this descriptive-analytic study 142 faculty members from 17 departments in Medical School of Isfahan were selected by simple random sampling method. The data collection tool was a questionnaire consisted of three parts: demographic, attitude and open questions. The validity of the questionnaire was confirmed by experts and its reliability by split-half method. The data were analyzed according to the frequency distribution and the mean of the scores, and compared by t-test, Mann Whitny, Kruskal Wallis, ANOVA and Tokey.
Results. 85% of the faculty members had a very positive attitude toward teaching communication skills to medical students. There was no difference in the attitude according to the sex of the faculty members. The younger faculties, aged between 30 and 40 years with 5 to 10 years of teaching experience, had a better attitude compared to other groups. The specialty field had no role in their attitude toward the subject.
Conclusion. The views of all the faculty members about teaching communication skills regardless of their sex, age, specialty field and teaching experience was positive. Thus, teaching these skills to students as one of the formal subjects seems necessary.
Reza Ghaderi, Reza Dastjerdi, Zahra Sorush, Marzieh Mouhebati,
Volume 3, Issue 2 (12-2003)
Abstract
Introduction. Different factors can make students interested in studying medicine and cause a positive attitude towards their course of study, or in contrast, lead to their boredom, distraction, and disappointment to continue their education. Thus, this study aims to assess influential factors in the attitude of medical students towards their own discipline. Methods. A survey study was performed on 227 medical students who were chosen by stratified random sampling. The data was gathered by a self-administered questionnaire covering different factors affecting medical students’ attitude towards studying medicine. The data was analyzed by SPSS software using mean, frequency and chi-square tests. Results. Personal interests, serving society, social status of medicine, and society's belief on the importance of medicine were the most important factors in choosing medicine as a discipline. Teachers’ evaluation method, shortage of research facilities, lack of job security, and educational regulations were among the most important factors causing a negative attitude in medical students towards studying medicine. The feelings to help patients and satisfy others were the most important factors causing a positive attitude in students. Although the interest in medicine had decreased during different years of study, no significant difference was observed. There was a significant relationship between students’ attitude and some of their demographic characteristics. Conclusion. The problems resulting from evaluation methods, research facilities and future job security were the most important factors causing a negative attitude towards medicine. Therefore, accurate educational planning, having standard examinations and planning to achieve professional security can improve these attitudes.
Navid Koleini, Farnaz Farshidfar, Behzad Shams, Mansour Salehi,
Volume 3, Issue 2 (12-2003)
Abstract
Introduction. In the previous studies in the field of medical education, problem based learning and lecture based learning have been compared, but, due to the learning habits of Iranian students and special condition of education, the effects of these two methods have been less investigated in Iranian universities so far. This study attempts to compare the effects of these two methods on students’ knowledge in molecular biology course and also to assess students’ attitude towards this course in problem based learning group.
Methods. This quasi-experimental study was applied on first year medical students of Isfahan University of Medical Sciences (64 students). Half of the students, after taking part in a 3 day PBL workshop for learning the needed skills, started working in PBL groups under the supervision of the students of higher levels. The control group spent the course with the traditional lecture method. At the end of the course, students’ knowledge was assessed by multiple choice questions and short answer essay questions in both groups and also the attitude of experimental group was assessed by a questionnaire. The data was analyzed by SPSS software using t-test.
Results. The mean score of knowledge was 14.3±1.7 and 12.8±1.8 in the experiment and control group, respectively. There was a significant difference between the knowledge score of the experiment and control groups. The attitude of the experimental group towards the applied educational method was positive.
Conclusion. The present study revealed that Problem Based Learning method was successful compared with current learning methods. More studies are recommended to consider replacing the current educational methods with problem based learning method. .
Farahnaz Mardanian, Mounes Kazerouni Zadeh,
Volume 3, Issue 2 (12-2003)
Abstract
Background. The factors affecting learning have been always under special consideration by educational experts. It seems necessary to learn about students’ study habits, styles and resources to realize their weaknesses and strengths, and make suggestions regarding educational revisions based on this information. This study was performed to determine medical students, interns and residents study styles in obstetrics and gynecology department in Shahid Beheshti Hospital of Isfahan.
Methods. In a descriptive study, 260 medical students, interns and residents were studied through a simple random sampling. The data gathering tool was a questionnaire whose validity was confirmed by content validity and its reliability by test/re-test. The data was analyzed by SPSS software using relative and absolute frequency.
Results. 45% of the students and 50% of interns studied books during the semester and used their notes for the exam as a study resource. The residents always used books. Most students, interns and residents studied translated books. Forty two point five percent of them had a special hour for the study and most of them studied during the night. Being married, having children and residents’ responsibilities at the hospital were the most important barriers for studying in this group.
Conclusion. The study method, duration and resources used by students, interns and residents were inadequate and require some changes. It is also recommended to provide them with education and facilities in this regard.
Nafiseh Sadr Arhami, Samad Kalantari, Sohrab Atarod,
Volume 4, Issue 1 (6-2004)
Abstract
Introduction. The inappropriate increase in the number of general physicians in Iran is one of the critical and problematic issues of our society which leads to a big concern for medical students regarding their field of study and future career. This research aims to determine the attitude of medical students towards their own future career and field of study in Isfahan University of Medical Sciences in the year 2003 in order to inform educational planners about this issue. Methods. In a cross sectional survey, medical students in four levels of study including basic sciences, physiopathology, clerkship and internship were studied in the year 2002 – 2003. 321 students were selected by simple random sampling. The data gathering tool was a valid and reliable questionnaire including 42 attitude questions based on Likert scale. The data were analyzed by SPSS software using frequency distribution, mean and standard deviation, t-test and Pearson Correlation Coefficient. Results. The mean score of the medical students’ attitude towards their future career was 65.2 ± 6.1. Also, 80.9 percent of the students recommended studying medicine to others, 74.2 percent of them did not intend to quit their study, 78.8 percent chose medicine as their first selection in the national entrance examination for the universities, and 71 percent of the students would choose medicine as their first selection if they took the entrance examination again. Conclusion. The results showed the negative attitude of medical students towards their own future career, while the attitude of the majority of them towards their field of study was at an optimal level. Adjusting the number of students accepted for medicine, proper distribution of human resources, informing students about university disciplines before they take the entrance examination, providing financial support for young physicians, and establishing counseling and supporting centers for students is recommended to improve their attitudes.
Abolghassem Amini, Susan Hassanzadeh Salmasi, Abdolreza Shaghaghi, Naser Safaii, Kamran Sedaghat,
Volume 5, Issue 1 (6-2005)
Abstract
Introduction. Clinical skills training program provides an opportunity for medical students to improve their clinical skills in a simulated setting which is designed and equipped for learning a number of key skills by practicing on manikins and related equipments. The aim of this study was to determine the effect of clinical skills training program on clinical competencies of medical students in the management of vaginal delivery in Tabriz Medical University.
Methods. In this quasi-experimental research with one group, pre- and post-test design, 50 medical students were selected randomly and assessed using a valid and reliable questionnaire asking about their clinical competencies in the management of different stages of vaginal delivery and also about their suturing skill. Likert scale was used for determining the level of competency based on self-assessment approach. Data analysis was done by SPSS software using descriptive analysis, paired t-test, ANOVA and Pearson correlation coefficient.
Results. A significant increase was observed in the mean score of skills related to pre-delivery stage (from 14±13.65 to 89±10.72), skills needed during performing the delivery (from 18.17±13.3 to 88.95±9.26), and skills needed during the post-delivery stage such as suturing and dressing (from 31.07±16.57 to 85.17±12.78). There was a significant difference between the mean score related to the skills needed before, during and after delivery, before and after education.
Conclusion. Practicing in Clinical Skills Center considerably increased perceived self-efficacy of medical students for doing the skills needed for the management of a safe vaginal delivery which in turn could lead to increasing their skills in confronting patients.
Forood Bahmani, Ali Reza Yousefy, Mehdi Nematbakhsh, Tahereh Changiz, Mohammad Mardani,
Volume 5, Issue 2 (12-2005)
Abstract
Introduction: Critical thinking has been always the subject of discussion by teachers and educational centers. Considering the extensive and serious approach to critical thinking, this study was performed to investigate the application of critical thinking by basic sciences students in facing scientific texts, in Isfahan University of Medical Sciences.
Methods: In this experimental study medical, dentistry and pharmacy students in 3 different groups, received scientific texts or exam questions related to their course which contained conceptual-logical mistakes. The number of mistakes identified by students was considered as a criterion for their use of critical thinking skills.
Results: In facing mistakes of exam questions, the students didn’t use their critical thinking skills. But, concerning the mistakes in their texts, only 6.8 percent noticed some of the mistakes.
Conclusion: Despite fostering different thinking skills as the most important goal of higher education in all universities of the world, the results of this study and other similar studies shows that in real situation, educational systems don’t have any program for fostering thinking skills. This issue is a big concern for the present and future university graduates.
Masoud Nazem, Mohammad Garakyaraghi, Mehrdad Hosseinpour, Ali Reza Khoddami,
Volume 5, Issue 2 (12-2005)
Abstract
Introduction: It seems that graduated physicians have not acquired some of the necessary skills, while interns are supposed to have the required knowledge and skills to start their internship. In this study, interns’ opinions about their readiness for entering internship period in Isfahan Medical University was determined.
Methods: In a descriptive, cross sectional study, 4 domains of interns’ readiness were measured by a valid and reliable questionnaire consisting of 20 items. The study group included 75 interns at their first 4 months of internship in the year 2005. The data was analyzed by SPSS software using frequency, Chi2, and Pearson correlation coefficient.
Results: In the domain of theoretical knowledge, most interns evaluated themselves at an average level, while in the domain of skills they considered themselves at the levels of average and good. In hospitalization and discharge process, most of them evaluated themselves, average to weak. They considered themselves good to average in self confidence and interaction with nursing and medical staff, and patients. There was a significant correlation between pre-internship exam score and the score of knowledge domain.
Conclusion: It seems that, interns do not have the required readiness for starting internship, especially in the domains of knowledge and skills. Pre-internship examination does not cover all the requirements for internship period. More extended planning is needed to improve some domains such as skills and familiarity with hospitalization and discharge process.
Iman Adibi, Nasibe Hasani, Shohreh Sadre Arhami, Vahid Ashourioun, Alireza Monajemi,
Volume 6, Issue 1 (6-2006)
Abstract
Abstract
Introduction: Today, there is a global tendency to teaching anatomy courses at the same time with clinical skills during medical education period. This project was designed to determine the effect of an integrated course of physical examination and trunk anatomy on second year medical students' knowledge of anatomy and their attitude towards this method of learning anatomy.
Methods: A quasi-experimental study was performed on 39 second year medical students in Isfahan University of Medical Sciences in the year 2004-2005. The volunteer students were assigned randomly into two experiment (physical examination) and control (case discussion) groups. Both groups were taught by general physicians in small groups. The effect of the new course on the attitude of the experiment group was assessed by a valid and reliable questionnaire. The theoretical and practical scores of anatomy in both groups were compared by t-test.
Results: Thirty seven students (95%) attended the whole program. The mean and standard deviation of theoretical anatomy score in the experiment and control groups were 46.66.3 and 41.46.0 out of the total score 65, respectively. There was no significant difference between practical anatomy scores of the two groups. The Cronbach`s alpha for the attitude questionnaire was 0.94. The mean and standard deviation of the attitude score in the experiment group were 3.48±0.8 out of 5. Eighty one point 3 percent of students believed that the course made them focus on clinical aspects of anatomy in their current studies. Seventy five percent revealed that recalling anatomy subjects was more effective and easier in this method compared with traditional lectures.
Conclusion: Teaching physical examination at the same time with anatomy course facilitates learning anatomy. On the other hand, it can motivate students and increase their interest in anatomy.
Abass Ali Nourian, Nouredin Mousavinasab, Arezoo Fahri, Akbar Mohammadzadeh,
Volume 6, Issue 1 (6-2006)
Abstract
Abstract Introduction: During their long period of study, medical students face a large variety of texts and contents which require adequate time and an organized plan to study. This study was performed to determine medical students’ study skills and habits in Zanjan Medical University. Methods: In this cross-sectional descriptive study, all medical students in different years of study (n=220) were selected in 2004. A valid and reliable questionnaire including demographic characteristics and 24 questions with 5 point Likert scale ranging from completely agree to completely disagree was distributed as group administered. Lower scores indicated more appropriate study skills and habits. Data analysis was done by SPSS software through calculating Median, and performing Mann Whitney U test and Kruskal Wallis. Results: The median scores for the skills of time management, concentration, reading speed, note taking, study habits and comprehension were 2.75, 2.25, 2, 1.75, 1.75, and 1.5 out of 4, respectively. Male students had significantly better concentration, time management and comprehension than female students. Interns had better condition in time management compared with other students. There was no significant difference between the median scores according to different living places. Conclusion: Medical students had better situation in study habits, comprehension and note taking. Regarding gender, male students had better condition in some skills compared to female students. Teaching study skills as workshop or course credit, can help medical students in better learning and understanding.
Mahnaz Bahadorani, Ali Reza Yousefy, Tahereh Changiz,
Volume 6, Issue 2 (12-2006)
Abstract
Introduction: In order to enhance e-learning, the first online educational course for teaching Medline, was established in Isfahan University of Medical Sciences. This study was designed to compare the effectiveness of online, face to face and combined educational methods presented for medical students. Methods: In an experimental study, Medline was taught to 40 medical students by three methods of online, face to face and combined educational methods and then, their knowledge, skills and satisfaction rate were measured and compared. The data collection tools included a questionnaire consisted of 10 multiple choice questions for measuring knowledge, a checklist for assessing participants’ skills in searching strategies, the appropriateness of the found articles for the subject and the time length for searching, and a ten item questionnaire with five point Likert scale for measuring their satisfaction. The data was analyzed by chi2, t-test, ANOVA and Kruskal–Wallis through SPSS software. Results: The mean and standard deviation of students’ knowledge in face to face, online and combined educational methods were 75 16, 70 21 and 82.213 out of 100, respectively. The mean and standard deviation of their skills in face to face, online and combined educational methods were 76.925, 7024 and 90.711 out of 100, respectively. There was no significant difference between the scores of knowledge and skills of the three groups. Also, students' satisfaction showed no significant difference in the three groups. Conclusion: It seems that, for expanding E-learning, a combination of online and face to face guidance can possibly have an acceptable effectiveness. Meanwhile, for achieving such combined method, the appropriate ground, containing related hardware and software must be provided in universities.
Behzad Shams, Mohammad Garakyaraghi, Amrollah Ebrahimi, Maryam Avizhgan, Aliasghar Gyahchin,
Volume 6, Issue 2 (12-2006)
Abstract
Introduction: Medical students might face numerous problems during their educational period which makes them to seek proper ways for solving them. The aim of this study was to determine medical students’ viewpoints about the problems during their educational period and proper reference for solving them in Isfahan University of Medical Sciences.
Methods: In this descriptive cross-sectional study, 400 medical students studying in 4 levels of basic sciences, introduction to clinical medicine, clerkship and internship, were selected randomly. The information was gathered through a researcher-made questionnaire including 16 questions about the problems of educational services, as well as psychological, personal, family, financial and welfare problems. The questionnaire also asked about the most appropriate reference for solving students’ problems. The data was analyzed by SPSS software using descriptive statistics and Chi2.
Results: The frequency of psychological, financial-welfare, personal-family, and educational services problems were 43.7%, 30.8%, 30.2% and 29%, respectively. In educational services problems, the frequency of educational failure was 47.1% and of motivation decrease was 56.9%. Most students referred to personal experience for solving their problems. They also considered family as the most appropriate source for their financial-welfare and personal-family problems, and personal experience for their educational and psychological problems.
Conclusion: The problems are very common in the course of study and need an organized counselling system in which faculty members act as the core and there is constant interaction with families.
Hajar Taheri, Maede Mirmohammad Sadeghi, Iman Adibi, Vahid Ashourioun, Atefeh Sadeghizadeh, Peyman Adibi,
Volume 6, Issue 2 (12-2006)
Abstract
Introduction: The effect of educational interventions concerning the use of Evidence Based Medicine (EBM) on post graduate medical students has been assessed in many studies. But, there are few studies concerning these interventions in undergraduate medical education. This study was performed to determine the effect of an EBM workshop on under graduate medical students’ skill in using EBM.
Methods: In a pre-experimental study, 24 forth and fifth year medical students who had passed their internal medicine and surgery wards were selected through convenience sampling. A three session workshop about EBM, each session lasting for five hours was held for them. Students' attitude towards workshop was assessed using a questionnaire with Likert scale. Also, their abilities in formulating a clinical question and using effective search strategies were measured using pre-test/post-test and check list, respectively.. Wilcoxon test was performed in order to compare pre and post tests by SPSS software.
Results: Students had 23 mistakes in pre-test and 8 in post test, out of 40 questions about designing clinical question which showed a significant difference. The students’ score in search strategies was 40 in pretest and 100 in post test out of the total score 100, which had increased significantly. In general, the students’ attitude towards workshop was positive.
Conclusion: This intervention improved clinical question development, and searching strategies. The students’ attitude was positive in total. More studies are recommended to assess the effects of early interventions such as workshop, on students, interns and residents.
