Showing 49 results for Satisfaction
Ahmadreza Zamani, Behzad Shams, Elham Moazzam,
Volume 4, Issue 1 (6-2004)
Abstract
Introduction. The quality of doctor-patient relationship has a significant impact on patient satisfaction and medical outcomes. Communication skills training is not formally included in medical education curriculum in Iran and as a result physicians can not communicate properly with their patients and need to receive training in this regard. In this study a communication skills training program for general practitioners was designed and its effect on their patients’ satisfaction was evaluated. Methods. In a quasi- experimental two group post-test design study, a communication skills training program was designed and implemented as a three days workshop. The study sample included 32 employed physicians (16 physicians in each experimental and control groups) and 153 patients (72 patients in experimental group and 81 in control group). The physicians in the experimental group participated in the workshop and received training using new instructional methods combined with routine communication skills teaching methods. A valid and reliable questionnaire was used to measure patients’ satisfaction. Then, patients’ satisfaction from trained physicians was compared with the satisfaction in the control group by t-test using SPSS software. Results. The mean score of patients’ satisfaction from trained physicians was 86.2 with the standard deviation of 10.3 which was significantly higher than the mean score for control group (81.5±9.58). Patients’ satisfaction from their physicians’ general communication skills, at the beginning and end of session was greater for trained physicians compared with the ones who didn’t receive any training. Conclusion. Since, communication skills training for general practitioners increased patients’ satisfaction, and considering the fact that this kind of training is not included in medical education curriculum, it is recommended to consider it as an efficient and useful component in continuing medical education programs as well as undergraduate medical education.
Ali Siadat, Behzad Shams, Reza Homaie, Lotfoallah Gharibi,
Volume 5, Issue 2 (12-2005)
Abstract
Introduction: Considering the importance of educational services management and the quality of providing these services to post graduate students, this study was designed to investigate the satisfaction among students and faculty at graduate level in four educational, administrative, accountability and supervision domains.
Method: In this descriptive study 78 master and doctoral students and 65 faculty members were selected through census sampling method in the period of 2001 till 2002. Data collection tools were two researcher made questionnaires whose validity and reliability were confirmed by experts and Cronbuch alpha, respectively. Data were analyzed using frequency and t-test.
Results: Faculty members and graduate students were not satisfied with the services of any educational, administrative, accountability and supervision domains. No significant difference was observed between the viewpoints of male and female faculty members and students.
Conclusion: Dissatisfaction of graduate studies faculty members and students from educational services management is considered as a weakness at the managerial level of the university. It is recommended that the university managers take necessary actions to improve the quality of educational services management
Mitra Safari, Behrouz Yazdanpanah, Hamid Reza Ghafarian, Shahrzad Yazdanpanah,
Volume 6, Issue 1 (6-2006)
Abstract
Introduction: Revising traditional methods of teaching and using new and active learning methods have been felt as a need by educational systems. The goal of the present study was to compare the effect of lecture and discussion methods on students’ learning and satisfaction. Methods: All nursing and midwifery bachelor students (n=22) who were in their third semester participated in this quasi-experimental study which was performed in Yasouj University of Medical Sciences in 2004. A two credit maternal and neonatal nursing course was planned according to the course outline in 16 sessions during the semester, each session lasting for 2 hours. The students received lecture as the teaching method for the first 8 sessions of the course and in the latter 8 sessions, they participated in group discussions. They took a multiple choice question test after each method of learning. Also, a 23 item valid and reliable questionnaire using Likert scale was applied for measuring students’ satisfaction. Data was analyzed using t-test and Fisher exact test by SPSS software. Results: The students’ mean test score in lecture method was significantly lower than discussion method. There was no significant difference between students’ overall satisfaction scores in lecture and discussion methods. Students’ satisfaction from exam and course evaluations showed a significant difference between the two methods. Conclusion: Students’ learning increased during discussion method. It is recommended to increase students’ participation by applying active teaching methods which can provide the opportunity for more learning.
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.
Feyzollah Foroughi, Hadi Kharrazi, Shirin Iranfar, Mansour Rezaei,
Volume 7, Issue 2 (3-2008)
Abstract
Introduction: Human resource is one of the factors for organizations' survival. Generally, every organiza-ion's success depends on its employee's efforts as well as their job satisfaction. The aim of this study was to investigate the factors influencing job satisfaction from the viewpoints of faculty members of Kermanshah University of Medical Sciences. Methods: This descriptive cross-sectional study was performed on 156 full time faculty members of Kermanshah University of Medical Sciences. In order to collect the data, the demographic feَAutres question-aire and the standard questionnaire of Smith, Kendall-Halley with little modifications were used. Data was analyzed by SPSS software using t-test, ANOVA, Pearson correlation coefficient, and Tukey test. Results: The highest satisfaction belonged to nَAutre of the job (4.41±0.70) and welfare opportunities proved to be the factor for lowest satisfaction (2.13±0.83). Furthermore, there was a significant relationship between some occupational variables and job satisfaction. Conclusion: Faculty members of Kermanshah University of Medical Sciences are satisfied with their job and their job satisfaction would increase if some factors such as salary, lack of welfare opportunities, and their progress were taken into consideration.
Maryam Teymouri, Mina Tootoonchi, Mehrdad Salehi, Akbar Hassanzadeh,
Volume 7, Issue 2 (3-2008)
Abstract
Introduction: Identifying the factors leading to job satisfaction could be useful in increasing faculty members' job satisfaction and motivating them to perform their educational and research activities. This study was conducted to determine job satisfaction rate among faculty members of Isfahan University of Medical Sciences in the year 2005-2006. Methods: In a descriptive study, 210 faculty members of Isfahan University of Medical Sciences were selected through stratified random sampling. A researcher-made questionnaire including 45 items in the areas of salary and rewards, promotion opportunities, management stَAuts and communications, job security, physical conditions, environment, and nَAutre of the work was completed as self-administered. It was analyzed by SPSS software using frequency distribution, mean, and standard deviation. Results: The mean and standard deviation of faculty members' job satisfaction were 65.09±14.93 out of 100. The mean and standard deviation for the areas under investigation including nَAutre of the work, manage-ment stَAuts and communications, job security, salary and rewards, promotion opportunities, physical condi-tions and working environment were 82.5±13.31, 65.3±17.52, 63.99±21.64, 61.8±20.9, 58.7±20.05, and 58.02±21.49, respectively, out of the total score of 100. Conclusion: Faculty members were well satisfied with their jobs. Their satisfaction about the nَAutre of their work was desirable, and about management stَAuts, job security, and salary and rewards, was partially desirable. They were less satisfied with promotion opportunities and physical conditions of working environ-ment. Taking faculty members welfare into consideration and revising promotion procedures could improve the current situation.
Masoumeh Mangeli, Tahereh Ramezani, Sedigheh Mangeli,
Volume 8, Issue 2 (3-2009)
Abstract
Introduction: Physical and emotional changes during pregnancy, could lead to family arguments and violence which may cause untimely delivery, premature neonate, and post partum depression. This study was performed to determine the effect of educating about common changes of pregnancy period and coping with them on marital satisfaction of pregnant women referring to health centers of Shahrbabak. Methods: This quasi-experimental study was performed using one group design, with pre and post tests. Data was gathered by Enriching, Relationship, Issues, Communication and Happiness (ENRICH) question-naire from 112 pregnant women who met the entrance criteria and were selected by random stratified sampling method from three health centers. The intervention was as introducing an educational pamphlet. The marital satisfaction was evaluated before and one month after intervention. Then, the data was analyzed using descriptive statistics indices, Wilcoxon, t-test, Mann Whitney U test, ANOVA, and Kruskal Wallis test. Results: Comparing the mean scores demonstrated a significant enhancement after receiving information, so that the marital satisfaction score increased from 168.828 into 187.318.2 points. In comparing the mean differences based on variables of gravidity, gestational age, employment status of pregnant woman and her spouse, beauty concerns, and enjoying familial support also a significant difference was observed. Conclusion: The results of this study signify the necessity of couples' awareness about common changes during pregnancy period. Hence, by doing so, health providers can play an active role in increasing marital satisfaction.
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.
Gholamali Dehghani,
Volume 9, Issue 4 (3-2010)
Abstract
Introduction: Ensuring research experience achievement by students is one of the most important goals of thesis conduction process and evaluating students' satisfaction with thesis supervision manner is one of the most imperative challenges of this process. Therefore, the aim of this study was to investigate the degree of students' satisfaction with thesis supervision in Tabriz University of Medical Sciences. Methods: In a descriptive cross-sectional study, 100 medical, dental, and pharmaceutical students that had defended their thesis and were spending graduation time (in year 2006) were selected as study population through stratified random sampling. Data was gathered using Postgraduate Research Experience Question-naire (PREQ) which its content validity was authenticated by experts and its internal consistency reliability was verified through a preliminary study. Data was analyzed by SPSS software using descriptive and inferential statistics. Results: The satisfaction degrees for different schools were as follows: schools of medicine (3.8 ± 1.01), school of pharmacy (3.37 ± 0.85), and school of dentistry (3.6 ± 0.85) and there was a significant difference among the three schools regarding satisfaction degree with thesis supervision. Examinees' least satisfaction was with receiving useful instruction on research literature. A significant difference was observed between students' satisfaction with thesis supervision manner and variables of age and thesis score. Conclusion: Considering the attained results, it is necessary to notice thesis supervision as a scientific sub-ject requiring education. It is recommended to apply specific programming for instructional method used for research literature and research subject.
Shohreh Alavi, Mohammad Shariati,
Volume 10, Issue 3 (10-2010)
Abstract
Introduction: The aim of staff-in service training is to improve employees performance (functionality) in organizations. On the other hand, effective learning hinges in staffs satisfaction with educational courses. This study was designed and performed to assess employees satisfaction with staff-in-service electronic training. Methods: This cross-sectional study was performed in year 2008 for population of those employees of Tehran University of Medical Sciences who attended staff-in-service electronic training (electronic satisfaction assessment). Using simple sampling method, 651 employees completed the questionnaire on 3 areas of satisfaction with content, instruction method, and electronic training program. During the conduction of primary study, questionnaires content validity was measured using Cronbach’s alpha coefficient. Data was analyzed by SPSS software version 16 using statistic tests of Pearson correlation, student’s T test, and one way ANOVA according to the variables. Results: Employees highest satisfaction related to the area of satisfaction with program (3.96 ± 0.9 out of maximum score of 5) and the lowest satisfaction was about educational program’s content (3.84±0.8). Thematic variables such as years in workforce, employment type, and educational level left no effect on employees satisfaction with participation in electronic training courses. Conclusion: Employees enrolled in this study were significantly satisfied with the e-learning courses. Regarding the fact that the satisfaction was relatively low, content quality improvement seems necessary.
Alireza Ala, Roozbeh Rajaei,
Volume 10, Issue 3 (10-2010)
Abstract
Introduction: Emergency ward is of special importance in medical education, as students have the opportunity of getting experienced and skilled in crisis management. Hence, this study was performed to investigate interns’ viewpoints toward the present situation of education at the end of emergency ward. Methods: In this descriptive cross-sectional study performed during the academic year of 2007-2008, 120 interns of emergency ward were selected using census sampling method in educational hospital of Emam Reza affiliated to Tabriz University of Medical Sciences. Data was collected using a questionnaire consisting of 4 parts (how interns’ time is spent, their satisfaction with learning patient management in special situations, clinical skills, and quality of emergency ward). Data was analyzed by SPSS software version 5 using descriptive statistics and t-test. Results: Satisfaction of the majority of students with the manner of clinical skills education in the management of special urgent situation was in average to high level (except for the management of allergic emergencies which was reported to be low). Interns’ satisfaction with procedural skills education was reported to be mainly within the range of average to very high. Agreement of 64.2% of participants about extending the duration of emergency ward course was high or very high. The mean ranking score of the emergency ward rotation compared to other passed rotations by interns was almost 2 (1: the best situation, 10: the worst situation). Conclusion: Although students’ satisfaction with educational status showed an improvement compared to previous studies, but the current one is still far from ideal condition.
Mohammad Hadi Safi, Massoud Falahi Khoshknab, Mehdi Russell, Mehdi Rahgozar,
Volume 10, Issue 4 (1-2011)
Abstract
Introduction: Generally every organization's success relies on its employees' efforts as well as their job satisfaction. Identifying the factors leading to job satisfaction among faculty members could be useful in increasing their satisfaction and motivation for efficient educational and research activities. This study was conducted to determine job satisfaction rate among faculty members of University of Social Welfare and Rehabilitation Sciences.
Methods: This was a descriptive cross-sectional study performed on 94 faculty members of Tehran University of Social Welfare and Rehabilitation Sciences in the year 2008. Data was gathered through a researcher-made questionnaire and analyzed by SPSS software using mean, standard deviation, and Principal Component Analysis.
Results: The mean and standard deviation of faculty members’ job satisfaction was 72.6 ± 16.91 out of 135. The mean and Standard deviation for the domains under investigation were as follows: Economy (7.00 ± 2.212) out of the total score of 15, education (9.31 ± 1.81) out of the total score of 15, research (11.47 ± 2.41) out of the total score of 20, administration (13.95 ± 3.29) out of the total score of 25, motivation (26.77 ± 5.81) out of the total score of 50, and welfare (4.11 ± 1.47) out of the total score of 10. As a result of Principal Component Analysis of all domains including motivation, research, economy, administration, education and welfare it was revealed that motivational domain with the score of .847 was the most effective and economic domain with the score of .657 had the least impact on the job satisfaction of faculty members.
Conclusion: Faculty members were almost dissatisfied with their job considering different mentioned domains. This satisfaction was a little more desirable in the domains of education, research, and motivation compared to the domains of welfare, administration, and economy. Educational leaders and administrators need to ensure more job satisfaction and welfare for faculty members through strategic planning and defining appropriate goals.
Faezeh Eslamipour, Farinaz Shirban, Poorandokht Refaee,
Volume 10, Issue 5 (2-2011)
Abstract
Introduction: Clinical education has a remarkable importance in medical education. Awareness of dentistry students’ view from the educational setting, faculty and nurses will help on developing strategies for qualitative and quantitative improvement of clinical training. This study aimed to assess Isfahan Dental School students’ satisfaction and views or satisfaction of clinical setting, in order to gain insight about its strengths and weaknesses. Methods: In a cross-sectional study, all of students of Isfahan Dental School in one educational year (1388) were asked to fill a questionnaire with 16 standard questions. The questionnaire was about student’s satisfaction from teachers, nurses, equipments and facilities of clinical setting, student’s self-steams and satisfaction of their action in clinical practices. The data was analyzed by SPSS software using descriptive statistics, ANOVA and t-test. Results: There was a significant statistically difference between the mean score of satisfaction of different departments. Maximum satisfaction in all components was shown in periodontics and orthodontics departments and minimum satisfaction was shown in endodontic and prosthodontics departments. There was a negative correlation between their satisfactions and their final grades, but this correlation was not statistically significant. Conclusion: Results showed that despite significant differences between satisfaction of different clinical departments, students’ satisfaction from different departments is desirable. However, it is suggested to consider in future planning prosthodontics and endodontic departments as a priority.
Alireza Yousefi, Mansoureh Pourmiri, Efat Safari Anaraki,
Volume 10, Issue 5 (2-2011)
Abstract
Introduction: Prevailing confidence in an organization has relationship with efficacy, conflict reduction and job satisfaction Since, confidence is a crucial factor in structuring educational hospitals, this study has tried to investigate trust and nursing personnel's confidence building and their job Satisfaction in Isfahan university of Medical Sciences. Methods: This is a descriptive analytic study. The target population included nurses in educational hospitals in Isfahan University of Medical Sciences in 2008. The samples (111) were selected through random sampling. Data were collected by Sashkin questionnaire of job confidence (1999) with reliability of 98% and lessler job satisfaction questionnaire (1984) with reliability of 80%. Data were analyzed by descriptive statistics, T-test and coefficient index. Results: The findings showed that there was a relationship between nurses' level of job satisfaction and organizational confidence. Mean scores of job security, supervision and salary were the highest in nurses' job satisfaction regarding confidence dimensions. Conclusion: The results obtained by data analysis in main hypotheses of the study showed a relationship between nursing personnel's organizational confidence and their job satisfaction. In other words, the more the nurses rely on organizational managers, the more job satisfaction they will have
Mohammadreza Abdolmaleki, Vahid Ashoorioun, Sedigheh Momeni, Yadollah Zarezadeh, Mohammadzahed Rokhzadi,
Volume 10, Issue 5 (2-2011)
Abstract
Introduction: Presence of up-to-date knowledge, sufficient incentive and knowing the methods for clinical skills performance are the most crucial basics for patient care. In this study, influence of instruction based on the study guide will be investigated on the clinical competence and satisfaction of students. Methods: This study is a quasi-experimental research. 37 nursing students participates in this study. The study conducted in CCU ward. First, study guide for CCU ward prepared. Then, participants divided into two groups: control and experimental group. Control group take the course as a formal course and then experimental group take the course by the use of study guide. At the end of each course an OSCE devised for measurement of clinical skills competencies. SPSS software (version 11.5) used for data analysis and means compared by the use of student “t” test and Leven test.. Results: The clinical competencies of experimental group improved ahead of control group. (P value=0.002). 88.3% of students satisfied because of study guide usage for learning clinical competencies. Conclusion: The findings of study shows that use of study guide can be helpful for improving quality of education and students’ satisfaction. It is congruent with other studies
Mitra Edraki, Masoumeh Rambod, Rouholah Abdoli,
Volume 11, Issue 1 (4-2011)
Abstract
Introduction: Students’ educational satisfaction has been identified as an indicator of the quality of the students’ learning and educational system. It may also affect academic success among students. The aim of this study was to determine the relationship between nursing students' educational satisfaction and their academic success. Methods: It was a descriptive co-relational study. One hundred seventeen nursing students in Nursing & Midwifery school of Shiraz University of Medical Sciences, selected by convenience sampling method, participated in the study during school year of 2006-2007 . The data were collected by education satisfaction standardized questionnaire. Academic success was determined by students’ Grade Point Average (GPA). Data were analyzed by chi-square test, independent T–test and ANOVA. Results: The findings of this study showed that there is a relationship between students' educational satisfaction and their academic success (t= 114.22, p<0.0001). In addition , educational satisfaction among the subjects was in a moderate level (56.4%). Statistical analysis indicated that there was a significant difference between the educational satisfaction and academic success and various students ‘ university entrance year . In addition, there was an association between students’ grade point average and their gender. Conclusion: This study indicated that there is an association between nursing students’ educational satisfaction and their academic success. Therefore, Students’ educational satisfaction can be an indicator of the quality of learning and academic achievement in nursing students.
Seyed Mansour Razavi, Soheyla Shahbaz Ghazvini, Soheyla Dabiran,
Volume 11, Issue 7 (2-2012)
Abstract
Introduction: Morning report along with clinical rounds and ambulatory teaching are three common, useful and valuable methods (Gold Standards) in clinical education. This program has some characteristics and standards that, when properly applied, will play an effective role in students’ clinical learning. The main aim of this study is to determine the characteristics of morning report sessions in internal medicine wards affiliated to Tehran University of Medical Sciences, and also to assess students’ view points on the benefit and satisfaction from the content of these programs and the related factors. Methods: In this cross- sectional study, the structural characteristics of morning report sessions and the students’ rate of benefit from their content were investigated in year 2010. A sample 300 internship and clerkship medical students were asked to fill out a researcher- made questionnaire. The validity and reliability were confirmed by experts and the calculation of Cronbach’s alpha respectively. Results: The structural characteristics of the sessions were as follows: The average starting time of the sessions was at 8 a.m., the average duration of sessions was one hour, the average number of meetings was 5 times a week, the patient presenter in most cases was an intern, the cases presented were complicated and difficult ones, the average number of cases presented in each session was three, the average time for presenting each case was 20 minutes. Air conditioning, temperature, lighting, and sound quality were favorable. Faculty members usually sat in the front row and with their back to the audience. The main audience at the sessions were not defined and usually the experts of other fields such as pharmacists, nutritionists , pathologists or radiologists were absent. Total benefit rate according to the students was: 55 people (18.3%) high, 152 people (50.7%) moderate and 93 people (31%) low. There was a significant correlation between their benefit rate and most of the structural parameters of morning report sessions (P<0/005). Conclusion: Despite the structural conformity of the morning report sessions in internal medicine wards of Tehran University of Medical Sciences with those in most similar studies, some more efforts should be spent on promoting the students’ satisfaction.
Mohsen Adib-Hajbaghery, Neda Mirbagher, Saiedeh Heidari,
Volume 11, Issue 7 (2-2012)
Abstract
Introduction: Considering the importance of promoting nursing education and benefits of new teaching methods, especially group discussion, this study aimed to compare the effects of group discussion combined with the nursing process and traditional method on learning and satisfaction of nursing students in clinical situations. Methods: A quasi-experimental study was conducted during 2009 on 28 nursing students in Kashan's Nursing faculty who had taken their clinical course of medical surgical nursing II. The students were divided into 2 groups of intervention (teaching based on nursing process and group discussion) and control (traditional method) groups. The instrument for data gathering consisted of demographic questions, a question on the students’ satisfaction of the teaching method and a series of multiple-choice questions carried out one and three weeks after the end of clinical course. Data analysis was conducted using independent and paired t-test and Smirnov Kolmogorov through SPSS. Results: The mean scores were higher in group discussion method than in the traditional method (16.8±1.9 vs. 13.26±.25). The mean scores were higher in the third week than in the first week (p=0.05). Students were more satisfied with the group discussion method. Conclusion: Teaching based on nursing process and group discussion could result in a better and more durable learning at least for three weeks after the clinical courses. This method can be used by clinical nursing teachers to activate students and stabilize their learning.
Bibi Leila Hoseini, Farzane Jafarnejad, Seyed Reza Mazlom, Mohsen Foroghi Pour, Hosein Karimi Mouneghi,
Volume 11, Issue 8 (3-2012)
Abstract
Introduction: Although the majority of student assessments in medical sciences relates to their clinical competencies, adopting an assessment method which fulfills students’ satisfaction has always been a great challenge. In recent years logbooks have been used in the clinical evaluation of midwifery students in Mashhad University of Medical Sciences. So, the present study determines students' satisfaction with this approach.
Methods: This descriptive, cross-sectional study was conducted on all 34 eligible midwifery students in school of nursing and midwifery of Mashhad University of Medical Sciences. Data gathering tool was a researcher–constructed questionnaire with confirmed validity and reliability. The questionnaire included 23 items covering nine domains and used Likert scale. Data were analyzed through descriptive statistical indices as well as T test, correlation and multiple regression analysis.
Results: The mean score for students' satisfaction with logbook was 62.7 ±15.5 (of 100). The lowest satisfaction score was related to the domain of "interest in logbook method" (57.8 ±24.5) and the highest one was "conformity to educational goals" (71.1 ±14.9) (of 100). Most of the students agreed that logbook is fair (55.9%), objective (64.7%) and in conformity with educational goals (61.8%). However, only 44.1% of them were interested in using this method. Overall, 38.3% of the students were satisfied with logbook and 26.5% were dissatisfied and the rest were in between.
Conclusion: Most of the students were satisfied with logbook, but less than half of them were interested in utilizing it. This could be due to insufficient ability of logbook in assessment and promoting of clinical skills from the students' view point. Thus, we may improve the students' satisfaction level by revising logbook and combining it with some other methods of clinical evaluation in order to cover its weak aspects according to students' views.
Athar Omid, Peyman Adibi, Leila Bazrafkan, Zahra Johari, Mahsa Shakour, Ali Reza Yousefi,
Volume 11, Issue 9 (3-2012)
Abstract
Clinical education will be possible with involving patients. Many patients who seek medical and diagnostic care can be involved in clinical training. Therefore, teachers and students need to know the legal aspects of patient involvement and adhere to these aspects in order to attract patients’ participation and satisfaction.
This study reviewed the importance and necessity of legal aspects, including patient consent, confidentiality and privacy during clinical education. This article described how to take patient consent for participating in training as well as several measures to maintain patient privacy. Giving informed choices without a threat to the patient is emphasized. Finally, it is suggested to prepare leaflets about how to obtain patient consent and maintain confidentiality to inform teachers and students in this regard.
